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TEACHER'S MANUAL 

TO ACCOMPAN I 

OUR 

UNITED STATES 

A HISTORY 

GUITTEAU 



SILVER, BURDETT 
AND COMPANY 



TEACHER'S MANUAL 



TO ACCOMPANY 



OUR UNITED STATES: A HISTORY 



BY 



WILLIAM BACKUS GUITTEAU, Ph.D 

91PERINTEXDENT OF SCHOOLS, TOLEDO, OHIO 
AITHOK OF "GOVERNMENT AND POLITICS 
IN THE UNITED STATES," "PREPAR- 
ING FOR CITIZENSHIP," ETC. 




SILVER, BURDETT AND COMPANY 

BOSTON NE\V YORK CHICAGO SAN FRANCISCO 



Em 



COPTEIGHT, 1920, 

By silver, BURDETT & COMPANY. 
All rights reserved 



OEC 17 1920 

©C1A602968 



TEACHER'S MANUAL 

TO ACCOMPANY 

OUR UNITED STATES: A HISTORY 

PART I 

THE STUDY AND THE TEACHING OF HISTORY 

The Fundamental Aim in History Teaching. In the light of recent 
events, histor)' teachers sliould teacli more thoroughly than ever 
before the peculiar and characteristic genius of American institutions, 
and the permanent and outstanding assets of American democracy. 
" Not only must we present these matters positively as in the past, 
showing what democracy's assets are (representative government, 
trial by jury, no taxation without representation, free speech, a free 
press, habeas corpus, the right of petition, the right of protest, the 
right of public asseml^ly, etc.), and how we came by them; but also 
negatively that the advantages of democracy's institutions may be 
impressed more forcibly when studied in contrast with autocracy's 
governmental institutions, and with the limited privileges and rights 
of people living under the same. . . . Our need is such texts and 
teaching as will guarantee greater and truer intelligence as a basis 
for action. We must teach the American youth the foundations of 
their liberty, and acquaint them with the storms which for centuries 
raged around the building of those foundations, and familiarize them 
with the sacrifice and suffering incident to their establishment." ^ 

The Project Method in History. Lack of definiteness is one of the 
criticisms most frequently made of history teaching. Bj-- this is meant 
the lack of definite aims ; for definiteness in history teaching does not 
mean insisting upon exact and specific knowledge of relatively un- 
important dates, names, or events. Facts, of course, we must have, 
but these separate facts are too fragmentary to serve as the foundation 
for our course in history. It remains for the teacher to analyze and 

' Quoted from a most excellent discussion of the Guiding Principles in Ameri- 
can History Teaching, by H. B. Wilson, Superintendent of the Public Schools of 
Berkelev, California. 

. -'^ 1 ' 



2 teacher's manual 

evaluate the facts of lu.-story, to group them into large xinits of study 
which will " tie up in one bundle a large number of related facts 
forming a well-constructed whole." 

This can be best accomplished by applying the project method 
to the study of history; in other words, by abandoning the old 
"question and answer" method, and by organizing classroom' 
instruction on the basis of large projects, or knowledge imits. This 
implies the omission of many minor topics and detached facts, and 
the grouping of each history assignment around oi\e central organiz- 
ing idea. For example, the entire history of our country during 
the twenty-six years from 1763 to 1789 may be studied from the 
standpoint of three large projects, namely:' 

(1) Were the ideals of the French or of the English to shape 
the future of North America? 

(2) How were the colonists to secure their just rights as English- 
men? 

(3) With independence won, how was a successful Union of States 
to be formed? 

Each of these basal ideas forms a center for the grouping of 
the facts of our history during this important formative period, 
and supplies the key and interpretation of these same facts. The 
material presented in Ow United States is especially adapted to 
teaching by the project method, for this text selects the big topics 
of history and gives them an enlarged treatment. For example, 
see the discussion of the Erie Canal (pp. 318-320), or the Steam 
Railroad (pp. 320-323), or the Trust Problem (pp. 501-505). It 
will be found that these discussions are built upon the project 
method ; that is, they organize knowledge around a central idea. 
[•f To assist teachers in organizing the facts of history so as to use 
the project method, a detailed outline is given on page 9 ff. of this 
Manual. Teachers who wish to make an individual study of the 
possibilities of the project method in history will find the following 
books especially helpful : — 

^IcMm-ry, Chas. A., Teaching hy Projects (pp. 44-59, 95^120, 
152-167). 

McMurry, Chas. A., Special Method in History (pp. 150-221). 

Freeland, George E., Modern Elementary School Practice (pp. 45- 
74, "The Project"). 

Kilpatrick, W. H., The Project Method. 

Stockton, J. L., Project Work in Education. 



THE STUDY AND THE TEACHING OF HISTORY 3 

Questions on the Text. In response to the request of many 
teachers using Our United States, a Ust of questions on the text 
has been included as a part of this Manual, pp. 37-71. This is not 
to be considered as an endorsement or approval of the old " ques- 
tion and answer " method of conducting the history recitation. 
As a rule, this drill method merely tests the ability of the pupil to 
reconstruct, bit by bit, the story presented in the textbook. An- 
other objection to the " question and answer " method is that it 
does not lead to the grouping and evaluation of the facts of history 
as suggested in the discussion of the project method. Most 
teachers, therefore, will prefer to make their own questions, and to 
encourage their pupils to do likewise. However, it may be found 
helpful, early in the course, to make some use of the questions 
included herein. They will also serve for convenience in review, 
for an occasional drill recitation, and as a means of assisting the 
teacher to organize the facts of history in accordance with the 
project method. 

The Socialized Recitation. Perhaps the criticism most fre- 
quently made of the history recitation, bluntly stated, is that the 
teacher talks too much. The socialized recitation is one method 
of correcting this condition by making the recitation largely — but 
not exclusively — the pupils' affair. Under this plan, each pupil 
is encouraged to give to the class his own statement and interpre- 
tation of the topic under discussion, always in his own words as a 
matter of course. Each pupil must be prepared to support his own 
opinions, inferences, and conclusions when these are challenged 
by his classmates. Thus the activities of the pupils themselves 
predominate under this plan. Teachers will find an excellent ac- 
count of the possibilities of the socialized recitation in the article 
by Miss Lotta Clark entitled .4 Good Way to Teach History (School 
Review, xvii, 255 ff.). 

Two conditions, however, are essential to the success of the 
socialized recitation. First, the teacher should guide and direct 
the discussion along right channels, so as to keep the central idea 
or theme clearly before the class. Pupils are often inclined to ask 
questions which involve far too much detail about relatively un- 
important facts. These questions should be promptly ruled out of 
order by the teacher, for the whole purpose of any recitation is 
lost if time is wasted on matters of petty detail. The second dan- 
ger to be guarded against is the tendency for the brighter — or 



4 TEACHER S MANUAL 

more talkative — pupils to monopolize the recitation, while others 
less gifted take little or no part. 

Both of these objections can be avoided by the teacher, and un- 
der skillful direction the socialized recitation may become the 
most effective of methods. From time to time, however, it should 
be supplemented by a drill recitation, especially for review. 

Suggestions and Directions for the History Recitation. In his 
discussion of The High School History Rccitcttion (published in 
The Historical Outlook), Professor R. M. Tryon of the University 
of Chicago has given a most helpful list of suggestions. These are 
equally applicable to the elementary school history, and because 
of their practical value are quoted below : — ■ 

Some Suggcidions and Directions for Conducting a History Recita- 
tion. 
I. Type of recitation. 

1. History recitations may assume various forms. Determine in ad- 
vance the form you are to use and make your plans accordingly. 

2. The form of the recitation will determine the amount of time you 
yourself will consume. Keep this in mind and do not rob the pupils of 
time legitimately theirs. 

II. Review of the previous lesson. 

1. Determine just what points in the previous lesson or lessons j^ou 
wish to review. Indicate these under method of procedure in lesson plan. 

2. Have in mind just how much time you intend to give to the previous 
lesson or lessons, to the new lesson, and to the assignments of next day's 
lesson. Make a practice of adhering to this schedule rather rigidly. 

III. The new lesson. 

1. Determine how it is to be introduced. Keep in mind its relation 
to the previous lesson or lessons. 

2. Type of question : Attempt to keep a reasonable proportion of 
thought and memory questions. Avoid too many direct questions. 
Guard against the use of double, triple, and a cumbersome wording of 
ordinary questions. Better write out six or eight leading questions in 
advance. Let them appear under method of procedure in your lesson plan. 

3. The amount of talking and explaining done by the teacher will 
usually be small in comparison to that done by the pupils. 

4. Each lesson will ordinarily have a leading problem. Pupils should 
have the main problem clearly in mind in order that they may more easily 
grasp the main points developed during the recitation period. 



THE STUDY AND THE TEACHING OF HISTORY 5 

5. A summary at the close of each lesson as well as at the conclusion 
of a series of lessons is usually worth while. Keep these in mind. 

IV. Assignment of the next day's work. 

1. Specific directions will always he given for the study of the new lesson. 
Often some will need to he given for the review of the previous lessons. 

2. Allow yourself ample time for this phase of the work. Be sure that 
the pupils understand what is demanded of them and later see that they 
come up to these demands according to their ability. 

3. Collateral reading should be carefully assigned. One good way to 
do this is to make out cards and post them in the library. Assignments of 
special topics may be given either in class or placed on slips and passed out 
to individual pupils. 

V. General management. 

1. Maps, diagrams, pictures, and other illustrative materials should 
be in constant use. Those for the day's lesson must be arranged before the 
recitation begins. 

2. Attention and interest must be kept up. A sign of both is voluntary 
discussion, questions, and objections. When these are lacking the cause 
must be sought, and some remedy applied. 

3. Dull, difrident, or unprepared members of the cla.ss must not be 
neglected. Special methods may need to be devised for these. 

4. Careful attention must always be given by the teacher to mistakes 
in English on the part of the students. The teacher's own grammar and 
pronunciation may need some attention. 

Directed or Supervised Study. The history rcM-itation will de- 
pend for its success primarily upon a carefully planned and thor- 
oughly organized study period. This subject has been carefully 
treated in Supervised Work in Ameriean History, by Mabel E. 
Simpson. How another successful teacher solved this problem 
may be learned from the discussion, Supervised Study of Eighth 
Year History, by Miss Hallie Farmer, of the Junior High School, 
Muncie, Ind. (published in The Historical Outlook). The follow- 
ing is quoted from this excellent discussion : — 

The plan for supervising history study which follows has served to de- 
crea.se the number of failures very materially. The plan is not perfect, of 
course. It is being modified continually. Other teachers may be able to 
modify it still further to solve peculiar problems in their own schools. It 
is merely offered as a suggested solution for a very vexing problem. 

By the end of the eighth year pupils are exijected : 1. To be able to use 
simple reference books and interpret historical maps. 2. To study an as- 
signed lesson from an outline. 3. To outline for themselves lessons which 
are fairly well organized in the textbook. 



b TEACHER S MANUAL 

In the beginning the pupils are assisted to work out a definite study 
plan in a series of conversation lessons on the subject, " What is the best 
way to study a history lesson? " They can easily be led to formulate such 
rules as the following : — 

1. Read the assigned lesson carefully. 

2. Consult the dictionary for definitions, pronunciations, etc. Locate 
places mentioned on the map. 

3. Re-read the lesson, keeping in mind the information gained in (2). 

4. With book closed consult the assignment. If you find that you are 
uncertain about any point, consult your text again. 

The assignment in the beginning is usually a list of carefully chosen 
questions, because this is the form of assignment with which the children 
are most familiar. After the plan is worked out some days are spent in 
studj^ing lessons together. The children are then given an assignment and 
left to prepare it without assistance. While the teacher is always present 
to give needed aid, pupils are encouraged to be independent in this work. 

The first reference books which the children are taught to use are the 
encyclopedia, gazetteer, and biographical dictionary. Gradually other 
textbooks are introduced as reference works. Usually it is necessary here 
to teach the use of the index and the footnotes in reference books. 

The transition from the question to the outline form of assignment 
is easy. If the children are required to expand the various points in the 
outline into questions, they soon discover the outline assignment to be an 
old friend in disguise. 

The most difficult step in the entire course is teaching the children 
to outline their owoi work. This is a most important step because it is here 
that the pupil learns to analyze and organize his work for himself. The 
aim of supervised study is to make the child able to study without the 
teacher as soon as possible. When he is able to outline a lesson for him- 
self he has shown himself able to master his text (or texts) without aid. 
This is the end to be reached by supervised study. 

The same plan is followed which was used in the beginning. The 
children are familiar with the outline form from their assignments. The 
form is discussed, some drill is given in selecting main topics and subtopics, 
then the children are given a lesson to outline, the teacher giving individual 
help where it is needed. 

Thus the pupil has been led from dependence upon the teacher to 
dependence upon himself. He has come into po.ssession of the tools neces- 
sary for the study of history and, given the tools, he is fitted to make his 
high school history course both pleasant and profitable. 

Who's Who in American History. Pupils should be able to 
identify tlio leading ixMsonascs in American hi.story. As an aid 
in accomplishing this result, they may use fifteen or twenty pages 



THE STUDY AND THE TEACHING OF HISTORY 7 

of their notebooks for a classified list entitled Who's Who in Ameri- 
can History. The names should be arranged in separate groups, 
under the following headings : — 

(1) Discoverers and Explorers. (5) Inventors. 

(2) Military Leaders. (6) Authors. 

(3) Presidents. (7) Miscellaneous. 

(4) Statesmen. 

The alphabetical list printed on pages 72-74 of this Manual 
includes nearly all of the names which should be entered in the 
notebooks. When the teacher assigns the lesson, she should tell 
the pupils what names are to be entered. The pupils themselves 
should decide under which classification each name should be 
entered. They should also add after each name a few words giv- 
ing a satisfactory identification of the person in question. For 
example, in Chapter I there are four personages whose names are 
included in the list; namely, Marco Polo, Prince Henry the Navi- 
gator, Bartholomew Diaz, and Vasco da Gama. Pupils will enter 
these names 'under Group 1, Discoverers and Explorers, adding 
a few explanatory words after each name. The same method 
should be followed with subsequent chapters, the names being en- 
tered by the pupils from day to day, as the lessons are assigned. 

Occasionally the class may be divided into two groups, as for 
an old-time spelling match. Borrowing one of the pupil's note- 
books, the teacher gives out the names that have been studied. 
Pupils take turns in giving satisfactory identifications of each 
name as it is called, a failure meaning that the pupil takes his 
seat while the name is passed to the opposite side. The teacher 
should insist upon accurate and satisfactory statements in every 
instance. This exercise will then prove more than a mere memory 
test: it will train the pupils to select the significant facts regarding 
each pcr.sonage identified. 

,Use of Source Materials. Pupils in both seventh and eighth 
grades should make frequent use of the source material found in 
such a collection as the four source readers for elementary schools 
edited by Professor A. B. Hart (see page 7.5). Several copies 
of this set should be available for classroom use. From time to 
time, each pupil should be required to read a definite assignment 
from this source material, and report to the class thereon. As 
Professor Hart says, source materials " are to act as adjuncts to 



8 teacher's manual 

historical narrative, by illustrating it and making it vi\dd ; as by 
analyzing a few flowers the young student of botany learns some 
plant structure and accepts the rest from the textbooks, so the 
student of history, by an intimate acquaintance with a few writers of 
contemporary books, finds his reading in secondary works easier 
to understand." 

Reference Books for Teachers. At the end of each chapter of 
the textbook will be found suggested readings for the teacher. 
Although few school libraries will be able to supply the whole 
list, each should include, if possible, The American Nation, pub- 
lished by Harper and Bros. A smaller collection is the Riverside 
History, published by the Houghton, Mifflin Co. A serviceable 
single-volume work for teachers is Professor J. S. Bassett's Short 
History of the United States, published by The Macmillan Co. 

Every teacher should own A Bibliography of History for Schools 
and Libraries, pubUshed by Longmans, Green and Co. The one 
indispensable magazine for the teacher of history is The Historical 
Outlook (published by The McKinley Publishing Company, of 
Philadelphia). On the desk of every teacher at least one standard 
manual on method should find a place. Four of the, best are : — 

McMurry, Charles A., Special Method in History (Macmillan). 

Mace, William H., Method in History (Rand, McNally & Co.). 

Johnson, Henry, Teaching ^of History (MacmiUan). 

Wayland, John W., How to Teach American History (Macmillan). 

Supplementary Reading for Pupils. Lists of supplementary 
reading for pupils are given at the end of each chapter. Only those 
books have been included which are well adapted to the age and 
capacity of pupils in the seventh and eighth grades. In response 
to many requests for the recommendation of a minimum classroom 
library for pupils in these grades, lists of the indispensable books 
are given on pages 75-76 of this Manual. 

The reading period affords an excellent opportunity for corre- 
lation with history, and this is especially true of the seventh grade 
course. Li this grade the pupils should read Paul Revere' s Ride, 
Song of Marion's Men, Under the Old Elm, Grandmother's Story 
of Bunker Hill, Speech of John Adams (Webster), The Green 
Mountain Boys, Lexington, etc. In short, " history and literature 
should travel together, and reenforce each other's teaching." 
Stevenson's Poems of American History is a valuable anthology 
which should find a place in the classroom. 



PART II 

PROJECTS 

Seventh Grade ^ 

I. How the Old World Found the New. 

II. Colonization : How the foundations of our institutions were 
laid by the English along the Atlantic Coast. 

III. The Struggle for a Continent : Were the ideals and institu- 
tions of the French or of the English to shape the future of North 
America ? 

rv. The American Revolution : How were the colonists to secure 
their just rights as Englishmen ? 

V. With independence won, how shall a permanent Union of 
States be established? 

VI. How shall the new Republic maintain its independence and 
neutrality from interference by European powers? 

I. How the Old World Found the New. 

1. What happenings in Europe prepared the way for the great voyage 
of Columbus (1-19)? 

2. During the sixteenth century, Spain is the one successful nation in 
the West, finding vast quantities of gold and silver, exploring much of the 
interior of South America, Central America, and the southern part of 
North America, and building up a great colonial empire (20-26). 

3. To what nations were the newly discovered lands to belong? The 
rivals of Spain explored parts of the New World, chiefly coasts, and thus 
laid the basis for claims to land, but such attempts as they made to plant 
colonies failed complete!}' (27-40). 

4. Geography of the North American world ; the ocean highway, 
western Europe, eastern North America. 

II. Colonization: How the foundations of our institutions were 
laid by the English along the Atlantic Coast. 

1. Settlements at the opening of the seventeenth century. At 
that time, the only European settlement on the Atlantic Coast was the feeble 
colony of Spain in Florida. With the opening of this century the rivals 
of Spain succeed in getting a foothold. Soon England, France, Holland 
and Sweden successfully plant colonies on the Atlantic Coast. A few years 

9 



10 teachkk's manual 

later England comes into possession of the Dutch and Swedish settlements ; 
the two great rivals remaining are England and France, which fight for 
possessions in a series of wars during the next centurj-. 

2. Why these Europeans come to America, especially the English. 

3. Why the people who bore the expense of sending out settlers were 
wiUing to do so. Why the government gave encouragement. 

4. How the settlers got to America ; travel ; ships and the voyage. 

5. Difficulties and problems of the first settlers in a new colony; how 
they secured food, clothing, and tools ; how they lived. 

6. Why did the colonies, so feeble at first, grow in population, wealth, 
and comfort? Great migrations. 

These topics may best be studied through .specific topics — selected typi- 
cil colonies, incidents, and persons. It is wasteful and ineffective to dis- 
tribute the available time equally to all thirteen colonies : Concentrate on 
more detailed studies of a few representative ones. Virginia, New York, 
Pennsylvania, and Massachusetts are suggested. The teacher will neces- 
sarily bring out such points as the motives in planting a colony, terms of 
the grant, character of the settlers, how they were governed, climate and 
character of the country, industrial conditions, part played by religious 
ideas, relations with the Indians, leading men (57-110). 

7. Life in the English colonies in the eighteenth century. Probably 
most teachers will handle the problem by taking the three sections — New 
England, Middle, Southern, or type colonies in each, avoiding needless 
repetition and selecting some topics for general treatment where more con- 
venient. The back country-, with its frontier, may be regarded in many 
ways as a separate section. The following summary may be suggestive of 
the ground to be covered. 

a. The people, not neglecting the non-EiiglLsh immigrants, of whom the 
Scotch-Irish and Germans are most important. Others such as the French 
and the Dutch were often important in jxirticular localities (r26-r27). 

b. Industries and occupations (129-131). 

c. The labor problem, its importance in the development of the re- 
sources of a new country'. Reasons for the plan of "indentured servants" 
and slavery (131-132). 

d. The home and the daily work : House, furniture, dishes, dress, im- 
plements, heat, light, food, etc. 

The great differences here throw light both on social classes and on 
commufiity progre.'js (133-136). 

e. Commerce and shipi)ing : Shipbuilding, reasons and importance; 
relation of trade to other industries and British laws (130-131). 

/. Religion and churches : Warring .sects ; growth of toleration (137- 
138). 

g. Education: Schools and colleges; practical education in the home 
and daily work (140). 



PROJECTS — SEVENTH GRADE 11 

h. Intellectual conditions : Superstition, the witchcraft delusion ; litera- 
ture, newspapers (139-140). 

i. Government : What the community needed to have iis government 
do; legislature, governor, courts; voters. Three type.s of colonial govern- 
ment — the corporate or self-governing, the royal province, and the pro- 
prietary province, the essential difference lying in the relation of the execu- 
tive to the voters (127-129). 

8. Relations of the English Colonies with the mother country. 

a. Government : Here the problem of what was needed must be looked 
at from the point of view of the rulers of England ; why colonics were de- 
sired, and what notions prevailed in Europe as to how they should be 
treated ; some comparisons ; which type of government found in the colo- 
nies would the English rulers prefer; friction with the governors, actual 
cases ; tendency to increase the number of royal provinces. 

b. Commercial and industrial relations : The mercantile theory in its 
essentials can be quite simply explained for this grade. - Desire of European 
countries to make their colonics jirofitable to the merchants and manufac- 
turers of the mother country, a source of revenue to the government, and 
a means of promoting the growth of shipping and maritime enterprise. 
England, on the whole, more liberal than other nations, yet selfish and 
grasping as the colonists saw things. Simple outline of the chief British 
laws regulating .shipping, commerce, and industry — always concretely. 
Lax enforcement of some laws. Respects in which they protected and 
aided colonists. Theory that the mother country paid for these advantages 
by giving to the colonies the protection of its navy and army against for- 
eign nations (66-67, 130-131, 146-148). 

III. The Struggle for a Continent: Were the ideals and the 
institutions of the French or of the English to shape the future of 
North America ? 

1. Expansion of the French. 

First settlements ; wonderful explorations of traders and missionaries ; 
claims established to the valleys of the St. Lawrence and Mississippi, the 
Great Lakes Region, and Hud.son watershed (32-39). 

2. Life in New France. 

Vast territorial extent; .scattering of population and the reasons; the 
fur trade, importance as an industry, adventurous and lawless life of the 
woodrangers; ability to get along well with savages; remarkable mis- 
sionary efforts of the Jesuits ; the fisheries ; farming, peasant class, land- 
lords; importance of religion and influence of the church authorities, 
exclusion of di.ssenters and its effects ; how the people were governed — 
no voters, even for neighborhood control, no meetings to di.scuss public 
business, absolute power of governor, intendant, and council ; people of 
the settled communities inchned to be submissive and dependent (111-112). 



12 teacher's manual 

3. Struggle between France and England. 

As Spain declined, England and Fran(;e became the two great imperial 
powers and rivals. It fchould be remembered that the fight over America 
was merely a phase, in time and place, of a world-wide and long-continued 
struggle for dominant power. Mastery in the West Indies, possession of 
India, and the '^ b.;Lince of power" in Europe were involved, and were 
often of larger importance than America in the minds of the rulers of Eng- 
land and France. The concluding phase of this great struggle occurred in 
connection with the American Revolution, owing to the fact that France 
aided the rebeUious colonies, and Spain and Holland also fought England. 
Although the American colonies became independent, England firmly 
established herself as the leading colonial power of the world. During 
this long struggle, the great English sea power had been built up. 

4. Struggle for possession of North America : first phase. 

This extends to 1764. Recall a few minor clashes and conflicting claims 
prior to 1689; in the latter year began the series of four intercolonial wars 
that ended with the expulsion of French power. The first three differ 
from the fourth ; the latter began in America when the expanding English 
colonists clashed with the French, the others began in Europe over other 
questions, and were taken up incidentally in America. The fighting was 
to a great extent raiding with Indian allies, though some important attacks 
on New France were made. The first and third did not alter the situation 
in America, the second resulted in important gains of territory by England. 
They all illustrate the part played by the Indians and the special importance 
of the Iroquois (112). 

5. Final struggle for the possession of North America, 1754-1763. 

a. Conditions leading to armed conflicts in the Ohio Valley, When the 
westward expansion of the English settlers carried them across the moun- 
tains, a clash was inevitable (113-116). 

h. The great work of William Pitt as prime minister of England, follow- 
ing a period of failure (120). 

c. The French and Indian War: Not nuich time should be put on the 
actual fighting. An interesting study of the geographical conditions may 
be made, to show the points of contact and military problems, and indi- 
cate where the battles would occur. The relative advantages and re- 
sources of the two sides may be compared. The crowning victory of the 
war at Quebec, because of its importance and picturesque interest, mi^it 
be made the one battle study (117-124). 

d. Treaty of Paris (1763) : Terms of peace. Franklin, Jay, and .Vdams, 
the American negotiators (124). 

'^ e. Results of the sweeping nctory of Great Britain. These were of the 
greatest importance. The weakness of England's control over her colonies 
was revealed by the wars, thus pointing out the need of those changes which 
were soon attempted with the effect of precipitating the Revolution ; the 



PROJECTS — SEVENTH GRADE 13 

colonists received military experience, developed their confidence and self- 
reliance, and learned to cooperate with one another; the removal of the 
French menace made England less afraid to ofTend the colonists and the 
latter feel less need of protection; determined the ultimate character of 
American civilization — English ideas and institutions instead of French 
(124). 

rv. The American Revolution: How were the colonists to se- 
cure their just rights as Englishmen ? 

1. The British Empire; Great Britain and her possessions in all parts 
of the world. 

a. Importance of the West Indies and of India. 

b. The continental American colonies — review briefly the relations 
with the mother country, political and commercial. 

c. Weaknesses in the imperial organization e.xposed by the French wars : 
impossibility of mol)ilizing the real military strength of the colonies; in- 
effectiveness of requisitions ; illegal and treasonable trade of colonists with 
the enemy. Review the necessary facts from the study of the last war to 
illustrate these facts in a simple, concrete way (143). 

2. New plans for strengthening the Empire are proposed bj- the English 
Government : 

a. Strict enforcement of the acts of navigation and trade. 

b. Keeping a standing army in the colonies. 

c. Strengthening the governors by paying their salaries instead of leav- 
ing them dependent on the Assemblies representing the voters. 

d. Direct taxation by act of Parliament, to help pay the expenses of 
governing and protecting the colonies (143-144). 

3. How England tried to put the new plans into effect, and what the 
colonists did about it. 

a. Writs of As.sistance, 1761 ; why they seemed necessary if the Acts 
of Trade were to be enforced ; why they were so objectionable to the col- 
onists; James Otis (148). 

6. The Stamp Act, 17G5; provisions and purpose. How the colonists 
prevented the enforcement of the Act ; mob violence ; Sons of Liberty ; 
organized o!)position, especially the Stamp Act Congress and its Declara- 
tion of Rights. Attitude of Pitt. Repeal; Declaratory Act (148-152). 

c. The Townshend Acts, 1767; provisions; protests and resistance. 
The taxes, except that on tea, repealed in April, 1770 (152). 

d. Growth of the Revolutionary movement ; boycott agreements ; troops 
sent to Boston ; the outbreak in Boston (March, 1770) ; attitude of King 
George III, his minister, Lord North; Gaspce destroyed, 1772; committees 
of correspondence; "Boston Tea Party," 1772. Similar acts against the 
tea tax in Annapolis, Charleston, and other cities (153-157). 

e. Repressive acts passed by the British Government, 1774. Boston 



14 TEACHER'S MANUAL 

Port Bill, Massachusetts Charter Act, Imperial Justice Act, Quartering Act. 
Response of the colonies; general support of Massachusetts (157-158). 

/. The Quebec Act, June, 1774. Resentment against the Act on reli- 
gious grounds and because of desire for the western lands (158). 

4. Patriots and Loyalists : The Revolution as a civil war. Whigs and 
Tories in England (144, 145, 155, 161, 163, 173, 174, 188). 

5. Organizing the Revolution ; growth of Union. 

Local revolutionary bodies; committees of correspondence; First 
Continental Congress (Sept. 5, 1774), and its work, especially the declara- 
tion of rights, "Association," addre.ss to the people of Great Britain, and 
petition to the king; armed conflicts, Lexington and Concord (April 19), 
Bunker Hill (June 17), 1775; Second Continental Congre.ss, May 10, 1775, 
makes itself a provisional government to carry on the contest. Declaration 
of the causes of taking up arms by Congress, and the proclamation of rebel- 
lion by the king, Augast 23, amounted to official declarations of war (160- 
168). 

6. Independence. 

Growth of bitterness; failure of attempts at reconciliation; Paine's 
Common Sense; radicals against conservatives, the former win. Story 
of the Declaration; analysis of the document (170-173). 

7. Why the Revolution occurred : a study of fundamental causes. 

a. Spirit of freedom and independence ^strong among the ruling 
classes. Many of those who came to the colonies were radicals, dissenters, 
or people of more than usual enterprise and self-reliance. Such qualities 
were developed by the struggle with the wilderness. 

h. The colonies had not developed representative democracies like those 
of to-day, but they had gone much farther in that direction than the 
English had done ; they had the idea that every man of adequate property 
ought to vote, and that every important community .should be represented 
in the legi.slature, while in England there were large cities that sent no 
members to Parliament, and the laws about voting were confused and un- 
fair. Representation did not mean the same thing in both countries 
(14.5-146). 

c. England had never worked out any orderly jjlan for the control of 
her empire, never passed any series of laws clearly defining the relations 
of the colonial governments to that of England. These circumstances made 
a quarrel likely in the end. More and more the colonists came to want 
self-government. . When England tried to make a stronger empire, with 
stricter control by the mother country, the clash came (147-148). 

d. Why did the break occur when it did ? Rapid growth in wealth and 
population in the eighteenth century. Successful conclusion of French 
wars brought matters to a crisis. Some shrewd ob.servers had predicted 
that if the French were expelled the colonies would revolt (143). 

e. The break did not come over mere abstract principles of government, 



PROJECTS — SEVENTH GRADE 15 

but in connection with very substantial economic interests that affected 
large numbers of people (146-148). 

8. The War for Independence. 

a. Compare the problems and advantages of the two sides : geographical 
study to get at the plans of campaign (maps, pp. 166, 177, 191, 197). 

b. Outline of the several plans of the British for conquering the country : 
First and second campaigns for the Hudson Valley ; against Philadelphia ; 
the conquest of the South (175-176, 180-182, 184-185, 196-203, 182-184). 

c. American campaigns ; unsuccessful invasion of Canada ; \^'ashing- 
ton's retreat acro.ss the Jerseys ; Trenton; the Brandywiiie ; Valley Forge 
and its significance ; Clark and the Northwest ; campaign in the South ; 
Yorktown (169, 176-178, 184-185, 190-191, 196-203). 

d. The French alliance and its miportance (182-184). 

e. Fighting at sea; John Paul Jones (192-193). 

/. Problem of paying for the war; -requisitions, loans, paper money, 
unpaid soldiers, Robert Morris (179-180). 

9. Results of the war. 

a. Treaty of Paris : Short study of the work of the American envoys, 
their problems; terms of peace (203-205). 

b. Full opportunity of the American peoJ)le to make of themselves what 
they could. 

V. With independence won, how shall a permanent Union of 
States be established ? 

1. The United States of America. 

a. Political problems created by inde[)endenye ; need of forming state 
governments to replace the colonial, and a general government to replace 
the imperial (209). 

b. How the State governments were formed and what they were like, 
constitutions, officials, powers and duties; compare with colonial govern- 
ments (209, 211). 

c. General government : When the Second Continental Congress as- 
sembled in May, 1775, armed conflicts had already occurred at Lexington 
and Concord, and a few weeks later, the battle of Bunker Hill. The Con- 
gress, as the old body representative of all the colonies, assumed the powers 
of a provisional goVcrnment, an intermediate step which must be taken in 
every revolution. To provide for a i)ermanent constitutional government, 
the Congress drafted Articles of Confederation and submitted them to the 
states for ratification (1777). These were finally adopted in 1781 (167- 
168, 211-212). 

2. The Confederation was the first constitutional union. The first 
attempt to solve the problem of federal union, of dividing the powers of 
government between the states and the general government. Brief out- 
line of the organization and powers it could exercise (212). 



16 teacher's manual 

3. How the country succeeded under the Articles of Confederation. 

a. Commerce, fi^reign relations, taxes, disorders, interstate quarrels, 
etc. The story of tuis critical period will 3'ield a summary of the chief 
defects of the Articles, i.e., the respects in which the government lacked 
power to do things that needed to be done for the whole country, and the 
respects in which it could not really do the things it was supposed to have 
the power to do (216-218). 

h. The West; conflicting claims of the states (map, p. 21G), creation of 
the public domain. Ordinance of 17S7, the genesis of territorial government, 
the peopling of Ohio, the Southwest (212-216). 

4. Why the Americans failed in the first effort to solve the problem of 
federal union. ' 

Their previous history gives the answer. The Revolution was fought 
by colonies that wished to control their own affairs, especially commerce 
and taxation, through their own assemblies ; naturally they wLshed to give 
up as little power as possible to a central government. 

5. The Federal Convention of 17S7. 

a. Why and how called, place of meeting, leaders (218-219).' 
h. Problems of the Convention and its work. How to avoid mistakes 
of the Articles. Large-state men inclined to be nationalist; those from 
small states to insist upon State Rights. Sectional antagonisms. North, 
South, East, and West. Principal plans proposed ; compromises. Prac- 
tical character of the work; built largely on experiences of colonies and 
states and confederation, and knowledge of English experience (223-225). 

6. The Constitution. 

Outline of the chief provisions, .showing how weaknesses of the Articles 
were corrected : not an attempt to regulate details. Compare with state 
constitutions of our own time. The vital peculiarity is the plan of having 
every citizen directly subject to and served by two different governments, 
each responsible for a different field of authority and activity ; e.g., control 
of commerce with foreign nations belongs to the Federal government, con- 
trol of education and protection of the citizen from violence belong to the 
State. How federal laws are made ; office of the President, the national 
courts; amendments (225-229). 

7. The new Constitution adopted Iiy the states. 

Nine states needed; ratifying through conventions; arguments ad- 
vanced for and against ratification ; final adoption (229-230). 

VI. How shall the new Republic maintain its independence 
and neutrality from interference by European powers ? 

1. Putting the new government into operation. 

a. First election; President and Vice President (230, 232). 

h. Organizing the three depart inents; Congress, the executive depart- 
ment ; the national courts. How the cabinet came into existence (235-236). 



PROJECTS — SEVENTH GRADE 17 

c. Some necessary laws; providing for coinage and money, taxes for 
running the government (tariff and excise) . Funding the debts of the United 
State-, assumption of state debts; creation of the Bank of the United 
States; locating the capital. Influence of Hamilton in planning measures 
to e.-tabli.sh credit of the nation (23G-239). 

(/. Testing the strength of the new government. Significance of the 
Whisky Rebellion; defeat of the Indians in Ohio. 

e. Washington as a statesman ; his special fitness to be first President. 

2. Relations with foreign countries. 

a. France — The French Revolution, war between France and Eng- 
land, Washington's Proclamation of Neutrality and the question raised ; 
Genet (244-246). 

h. England — Violations of the Treatj' of 1783 on both sides ; contro- 
versies over the rights of neutral trade. Attempts to adju.st matters; 
the Jay Treaty (246-247). 

c. Spain — Boundaries; question of navigation of the Mississippi; 
commerce. Treaty of 1795 (247-248). 

d. Continued trouble with France. French resentment at Jay Treaty 
and refusal of United States to aid them. Treatment of our commissioners : 
X. Y. Z. Affair. Fighting at sea, 1798-1800 (250-251). 

3. Beginnings of political parties and party strife. 

a. Show how in a democracy differences of opinion about the nature 
and policy of the government are sure to arise and become the basis of 
parties ; refer to Patriots or Whigs, and Loyalists or Tories, during the 
Revolution ; Federalists and Anti-Federalists in connection with the move- 
ment for a stronger central authority that culminated in the adoption of the 
Constitution. 

h. Show how differences of opinion grew out of the many problems con- 
nected with putting the new government into operation, and in connection 
with "Relations with foreign countries" (.see division VI, section 2). The 
oppo.sing leaders, Hamilton and JefTerson (241-242). 

c. The Federalists favored' a strong national government, therefore 
a broad or loose interpretation of the Constitution, a large national debt so 
as to keep prosperous citizens interested in the success of the new Union, 
dignified forms and ceremonies ; government aid to promote business pro.s- 
perity, e.g., by a national bank and protective tariffs; strong army and 
navy ; control of government of men of property and education ; friendly 
relations with England. 

d. The Republicans (sometime spoken of as "Democratic-Republi- 
cans") must be carefully distinguished from the later Republican -party. 
They were the party in opposition to those in power, and stood for : strong 
state governments, with a minimum of power for the central government, 
therefore favored strict construction or interpretation of the Constitution, 
opposed the assumption of state debts, and violently objected to such poli- 



18 TEACHEKS MANUAL 

cies as the creation of a national bank, a strong armj' and navy. They 
beUeved that the masses of the people, not a select few, should control. 
Favored agricultural interests instead of the mercantile. Friendly toward 
France and the French revolutionists. 

4. Period of Federalist control : 

a. Washington had little spirit of partisanship, but usually favored the 
view of his Federalist advisers ; his dependence on Hamilton ; resignation 
of Jefferson. Federalists clearly dominant during Washington's second 
term; violent attacks on him by partisan newspapers; he declines a 
third term — the beginning of a custom ; the Farewell Address (242, 248- 
249). 

h. John Adams elected in 1796 after a party contest ; violence of party 
strife during his adminitration ; naturalization, alien and sedition acts; 
Virginia and Kentucky Resolutions (249-253). 
i c. Overthrow of the Federalists in the election of 1800; the change 
as a political revolution (254). 

5. Period of Republican control : 

a. Jefferson, the great leader of the new regime. Review his earlier 
career; personal characteristics; views on public questions; his services 
in. Virginia. Madison, secretary of state (recall his public services) ; Galla- 
tin, secretary of the treasury ; the two ablest helpers. 

V b. Some acts of the new administration that carry out the party policies, 
e.g., simple inauguration, f)olicy with reference to the debt, army, and 
navy; repeal of e.xci.-'e, repeal of naturalization act and passage of more 
liberal one, repeal of judiciary act (256-257). 

c. The Re{)ublicans continued in control until after the Federalists 
had gone to pieces, the latter failing to nominate a candidate against 
Monroe in 1820. Thereafter a reorganization of parties occurs, and in the 
following decade the Democrats and Whigs appear. The Republican re- 
gime thus lasts throughout the reniaind(>r of the seventh grade course, but 
with important changes in its own character. 

6. Teiritorial expansion : Doubling the area of the country-. 

a. Review briefly the previous history of Louisiana ; explored and held 
by France, which lost, in 1763, the eastern part of the Mississippi basin to 
England, whence it passed to the United States, in 1783, and the western part 
to Spain. Napoleon recovers the western part in 1800 from Spain by a 
secret treaty (257). 

h. Importance to the West of free navigation of the Mississip|)i and the 
port of New Orleans. Recall troubles with Spain ; right of deposit secured. 
Alarm in Ignited States when port is again clo.sed, after news that Louisiana 
had been ceded to France. Jefferson sends envo.\s to try to buy the island 
of Orleans and the Floridas (258). 

c. Napoleon offers to .sell the whole of Louisiana (o tlic I'liited States, 
and the envoys accept. Terms: price, area, uiidcfiiii'd l)ounilaries, etc. 



PROJECTS — SEVENTH GRADE 19 

Pret^ident and Senate ratify the treaty ; House appropriates money. Con- 
stitutional question, inconsistency of Republicans (259). 

d. Importance of the annexation of Louisiana : vast area and resources; 
certain to increase influence of West — jealousy of New England ; future 
connection with slavery and influence on immigration ; forces Republicans 
to conmiit themselves to broad construction (260). 

e. Reaching out for Oregon — Lewis and Clark explorations, informa- 
tion gained about the new territory; new claims on Oregon. Mention 
of claims by Spain, England, Russia, reserving for fuller study later (260- 
261). 

7. Napoleon and the great wars in Europe : 

Emphasize the prolonged and desperate character of the struggle, and 
disposition of the belligerent nations to disregard the rights of neutrals. 
Interesting comparisons may be made with the World War of 1014-1918. 

8. The United States and the Napoleonic; wars : struggle for the rights 
of neutrals. (Notice the close parallel in many respects with the World War 
of 1914-1918, in issue raised, entanglement of the United States, industrial 
effects, etc.) 

a. How the war created a great demand for American foodstuffs, causes 
a rapid increase of American shipping and carrying trade (263). 

h. Desj:)erate efforts of England and France (decrees and orders in coun- 
cil) to injure each other commercially; serious effect on American trade. 
Ruinous re.sult of measures pushcfl through by Jefferson to jiunish England 
and France, the Embargo (1807) ; this followed by Non-Intercourse Acts 
(264, 266). 

c. Important questions raised regarding the rights of neutrals, and 
contentions of the United States for the freedom of the sea : Is a paper 
blockade binding? Is food contraband? Do "free ships make free 
goods"? Question of "continuous" and "broken" voyage. Right of 
search. These may be handled very simply and concretely. 

d. Impressment of American seamen by British warships : desertions 
from British navy to American merchant marine; cjuestion of naturaliza- 
tion; high-handed practices of British naval officers; Leopard-Chesapeake 
outrage, and popular demand for war (265). 

e. Jefferson's peace policy ; opposed to war ; believed nations could be 
influenced by "reason" and "interest." Re.sorts to delays and economic 
warfare, opposes strengthening navy and army (266). 



Eighth Grade 

I. The Growth of American Nationality. 

II. The Industrial Revolution and the Transformation of Society. 

III. Political Reorganization and the Growth of Democracy. 

IV. Development of American Society, 1820-1860. 

V. Nationalism or Sectionalism? Can the Union exist " half 
slave and half free " ? 

VI. The Crisis of Secession : An indestructible Union or a com- 
pact between States ? 

VII. The New Union. 

VIII. Our Own Times and its Problems. 

I. The Growth of American Nationality. How shall the United 
States maintain its rights impaired by European conflicts? How 
a rapidly expanding nation with sectional interests united on great 
issues. 

1. War with Great Britain, 1812-1815 : Fighting for freedom of the seas. 

a. Drifting toward war ; the United States has grievances against both 
belligerents, but Great Britain, in control of the .seas, had much greater 
opportunities to inflict injur}'. Growing bitterness. "Young RepubH- 
cans" eager for war; their leader, Henry Clay, supported by John C. 
Calhoun (269-271). 

b. Tlie declaration of war and its statement of grievances (272). 

c. -The United States unprepared for war; Great Britain occupied in 
Europe. Compari.son of the two in resources and advantages. The mili- 
tary problems ; importance of naval power. American mistakes. 

d. New England's resentment and opposition to the war (128). 

e. Brief study of the general aspects of the military and naval side of 
the war; attempts to invade Canada ; fighting at sea and victory of single 
American ships ; blockade of the coast, the jirivateers ; battles on the lakes ; 
British inva.^ions of 1814 — capture of ^^'ashington ; attack on Baltimore ; 
battle of New Orleans (273-2S0). (Maps, pp. 272, 281.) 

/. Treaty of Peace (Ghent, 1814) ; important questions not formally 
settled (281). 

g. Results of the war : international — on standing of United States and 
rights of neutrals; in the United States — fostered national spirit, led to 
final downfall of Federalists, increased national debt, checked foreign com- 
merce, and promoted manufactures (281-284). 

20 



PROJECTS EIGHTH GRADE 21 

2. Growth of the West. 

a. Country west of the mountains : geography and resources, opportuni' 
ties for settlers, public land laws (212-214). (Study maps, pp. 213, 261, 
265, 300). 

b. Rapid influx of people from the East, the moving frontier line ; con- 
ditions of frontier life (compare with early colonial settlements), qualities 
of character (215-216, 293-296). 

c. How the Frontier was governed. 

(1) Local government in the territories (300-301). 

(2) The district school system (301). 

d. Admission of new states to the Union, 1791-1S20. The new states 
alter the weight and influence of older sections, such as New England; 
western ideas play a large part in the public life of the nation (215-21(5 ; 303). 

e. Typical leaders of the New West ; Daniel Boone, Henry Clay, Andrew 
Jackson, Abraham Lincoln (216, 297-298). 

3. The institution of slavery and its sectional tendencies. 

a. Northern states, in which slavery was not profitable, provide for its 
abolition, 1777-17S4. Provision in the Ordinance of 1787. Recognition 
of a sectional division — Mason and Dixon line (215, 301-302). 

b. Early national legislation : the fugitive slave act of 1793; act abol- 
ishing foreign slave trade (in effect Jan. 1, 1808) (302). 

c. Early abolition discussion non-sectional (301). 

d. The Missouri question and Compromise of 1820. Rapid growth of 
the West raises the question of the status of .slavery in the Louisiana terri- 
tory; different problems raised, the fight in Congress, provisions of the 
compromise, and the principle on which it was based (303, 309-311). 

4. Growth of national spirit. 

a. The Republican party becomes nationalized : Review the series of 
events showing this tendency — e.g., the Louisiana Purchase, Embargo 
Act, war measures and other laws based on implied powers and broad con- 
struction. Climax reached in passage of laws (1810) for protective tariff 
and second Bank of the United States, making complete reversal of early 
position. 

b. Foreign relations. 

(1) Adjusting the national boundaries : British treaty of 1818 (line of 
49", Oregon) ; Spani.sh treaty of 1S19 (Florida, Louisiana line, gives up 
Oregon north of 42°) ; Russian treaty of 1824 (abandons claims south of 
54° 40'). 

(2) The Monroe Doctrine (1823) ; conditions in Euroi)e ; conditions in 
Latin-America; England's proposal; Monroe and John Quincy Adams; 
reference may be made to later apjilications, especially to the French in 
Mexico, 1861-66, and Venezuelan boundary in 1895 (307-30S). 

c. Decisions of the Fetleral Supreme Court about the meaning of the 
Constitution ; Chief Justice John Marshall's decisions favor a liberal con- 



22 teacher's manual 

struction of the Constitution, and strengthen the power -of the national 
government (255). 

II. The Industrial Revolution and the Transformation of Society. 
How shall the change from home industries to factory labor affect 
national life ? 

1. Coming of the age of machinery. 

This means in brief the coming of the age of machinerj- and the applica- 
tion of science to industry and common things, with the changes wrought 
in society. It has made the world over, and may be rated at least equal in 
importance to any other change in all historj^ (287). 

2. Textile manufactures in England. 

The change began in England in the second half of the eighteenth cen- 
tury, with the inventions of Hargreaves, Arkwright, Crompton, Cartwright, 
Watt, and others. These made possible the carrying on of textile manu- 
factures by machinery driven by steam and water power, instead of by the 
crude methods of hand carding. The spinning, wheel and the hand loom 
(287-289). 

3. England becomes the leading industrial and commercial nation of the 
world. 

England got the start in the Industrial Revolution and for a time man- 
aged to keep the secret of the new machines. Thus she became immensely 
wealthy and began her real career as the leading industrial and commercial 
nation. But after a time the new methods were adopted on the continent, 
and there society was transformed in the same waj' with all the accom- 
panying problems. After this study we can better appreciate the changes 
that occurred in the United States. 

4. The story of American industrj\ 

Review the storj^ of American industry from 1789 to 181G, showing that 
a strong tendency to develop manufactures commenced in the United States 
just as the Industi'ial Revolution was well launched in England. 

5. Beginnings in the use of machinery and power in the United States; 
evading the English restrictions, Samuel Slater, "father of American manu- 
factures," with only his recollection of the Engli.sh factories to guide him, 
sets up the new cotton machinery at Pawtucket, R. I., about 1790 (290). 

6. The United States becomes a manufacturing country. 
a. Invention of the cotton gin (290-291). 

h. The first complete factory in the world ; Francis Lowell, at Waltham, 
Mass., uses the power loom, and brings all the new processes under one roof, 
making "the first complete factory in the world, 1814" (291). 

7. In.stability of the new manufactures, due to war conditions. Ef- 
fects of the return of peace; importations in 1814, $13,000,000; in 1810, 
$147,000,000. English manufacturers, anxious to sell their accumulated 
goods and to ruin the American industries, ship enormous quantities at 



PROJECTS — EIGHTH GRADE 23 

low prices. Hence a strong demand for a protective tariff that would en- 
able the infant industries to survive and grow. Act of ISIG and its suc- 
cessors (2S3). 

8. Rise and growth of iron and coal industries in the United States. 

Importance of Pennsylvania; growth of Pittsburgh. Iron manufac- 
tures rose from 20,000 tons in 1820 to 290,000 in 1840. Increasing demand 
for coal ; use of anthracite (292, 409). 

9. Use of new machinerj' and power, and the growth of American 
manufactures, greatly increase the demand for cotton which can be profit- 
ably met because of the invention of the cotton gin and the vast areas of 
new land in the Southwe.-t. A large part of the crop exported. Rapid 
development of the Southwest ; by 1834 .Vlabama, Mississippi, Louisiana, 
and Tennessee produced over two-thirds of the cotton in the United States 
(206-297, 303). 

10. The New West. 

a. Review Section 2 of Division I. 

b. Rise of internal commerce ; based on sectional character of indu.-tries ; 

(1) Southwest, rapid development of cotton culture, sugar in Louisiana, 
tobacco in Kentucky and Tennessee, products sold to other sections or 
abroad, especially cotton to northeast and England. 

(2) Northwest, food products (meat, grain, butter, chee.se, fruits, etc.), 
found a market in the Southwest. 

(3) Northeast, manufacturing and commercial. Importance of navi- 
gable streams and the invention of the steamboat (293-303). 

11. Progress of tran.sportation and conmiunication. 

a. Review crude conditions of travel and transportation at the time 
the Republic began improvement (315, 408). 

b. Natural routes of travel, a geographical study. 

c. Improved roads, canals. Special importance of Erie Canal ; Chesa- 
peake and Ohio Canal (315-320). 

d. Revolution made by the steamboat and the locomotive. Story of 
Baltimore and Ohio Railroad ; ^improvement in railroads, locomotives, cars, 
management, increase of mileage (316-317; 320-322; 408). 

e. Invention of the electric telegraph; successful use in 1844 (408). 
/. Improving postal service ; cheapening of rates. 

12. Use of machinery in agriculture; plows, wagons, reapers, binders, 
threshers, etc. (405). 

13. American inventions. 

a. Record of the L^nited States is remarkable. Inventions should be 
taken up in some significant connection. They are American contributions 
to the age of machinery and applied science. Besides tho.se mentioned, the 
following should receive notice : screw propeller, Ericsson, 1836 ; vulcaniz- 
ing rubber, Goodyear, 1839; sewing machine, Howe, 1846; steam cylinder 
printing press, Hoe, 1847 (410-411). Increase in number of patents (410). 



24 teacher's manual 

III. Political Reorganization and the Growth of Democracy. 
"Will conflicting political interests develop party leaders from the 
great mass of the people ? 

1. Review briefly the history of pohtical parties, 1789-1820. 

2. In 1820 there is no partj^ conflict ; course of events has been such as 
to cause a genuine outburst of national feeling and eliminate the Federalists. 
Apparently onlj' one party is left. Such a condition could only be tempo- 
rary ; natural divisions of opinions soon occur, new leaders and new parties 
arise (305). 

3. Personal rivalries of new leaders : Claj', Calhoun, Jackson, John 
Quincy Adams, Webster, Crawford. Presidential election of 1824 (312- 
313). 

4. Jacksonian democracy and the coming of new parties. 

a. Election of 1828 ; Jackson vs. Adams. 

Bitterness of the campaign ; charge that the will of the people had been 
defeated in 1824 ; interest of the West and the frontier ; Jackson considered 
a leader of the plain people, leader of the new democracy (324). 

b. Spirit of the Jacksonian era. 

The election of 1828 marked the climax of tendencies toward democracy 
in theory and in practice ; extending the right to vote to larger numbers of 
men : reducing the qualifications for office holding ; tendency to elect more 
officials by popular vote, to fix short terms, require rotation in office (341). 

c. Policies of Jackson's administration. 

(1) His character, per.sonality (327). (2) Spoils Sy.stem (328) . (3) War 
on the United States Bank (333-334). (4) His vigorous stand against 
nullification (331-332). (See Division V, Section 2 f.) 

d. Democrats and Wliigs : the political conflicts result in the comple- 
tion of reorganization (337-338). 

e. Financial measures, speculation, panic of 1837, the independent treas- 
ury system (334-337). 

/. National elections of 1840, Log Cabin Campaign and the Whigs in 
power ; death of Harrison and succession of Tyler reverses election — illus- 
tration of playing politics with vice presidency. Whigs unable to carry 
out program, a few years later the issues of the time l^ecame subordinate to 
the slavery question, and dropped out of active controversy until after the 
Civil War (335). 

IV. Development of American Society, 1820-1860. How will 
the prosperity of the nation be reflected in the national standard 
of living ? 

1. The people. 

a. Cen.sus returns show rapid growth of population and changing dis- 
tribution (403). 



PROJECTS — EIGHTH GRADE 25 

b. Immigration. 

Influence of vust tracts of land, great expansion of industry, development 
of transportation ; need of laborers for construction work, roads, canals, 
railroads, etc. (294-295, 407-409). 

c. Intra-migration and changing distribution of people. From Ea^t to 
West, reasons ; comparison of sections at diff"erent periods ; growth of cities 
in number and size; causes (295-299, 316, 319). 

2. Humanitarian reform. 

a. Administration of justice; milder punishments, better prisons and 
prison methods, abolition of imprisonment for debt. 

b. Care of defective and dependent classes; paupers, in.sane, etc. 
Dorothy Dix (341-342). 

c. Temperance Movement (342). 

3. The Woman's Movement. 

Demand for educational opportunity, just laws for personal and prop- 
erty rights; suffrage (341). 

4. Educational reform and intellectual organization. 

a. Colleges; land grants for higher education ; technical and professional 
schools; beginning of coeducation (343-344). 

5. Religion. 

Much religious activity; home missions, American Bible Society; for- 
eign missions ; national organization, division on slavery question (346, 370). 

6. Literature and journalism. 

a. Poets, prose writers (344-345). , 

b. Orators, historians (345-340). 

c. Beginnings of our modern newspapers; magazines. Possibilities 
opened by the age of machinery ; improved transportation, telegraph. 

7. New movement for the abolition of slavery. 

a. Contrast with earlier movements, now sectional in character (301- 
302). 

b. Leaders, such as Garrison, Phillips, anti Parker (347). Moral and 
religious questions raised ; theory of democracy invoked ; bitterness toward 
slaveholders; uncompromising attitude of radicals. 

c. Progress of organizations, local societies, American Slavery Societj^ 
(1833). Lectures, books, newspapers, etc. 

(/. Attitude of churches; antislavery literature (346-347). 
e. How the movement was received ; resentment of the South ; North- 
ern opinion divided. 

V. Nationalism or Sectionalism? Can the Union exist "half 
slave and half free ''? 

1. What is the Union? 

Is the Union a band of states, living in a partnership under the terujs 
of an agreement or compact called the Constitution ? Or is it a strongly 



26 TEACHER S MANUAL 

l)Ound national Union, "one and indivisible"? If it is charged that the 
Federal Government is exceeding its powers, who shall decide the dispute — 
the States or the Federal Supreme Court ? These are the questions about 
which controversy raged until it culminated in the Civil War. The leading 
problem of this aspect of the period 1820-1860 is to follow the struggle of 
the two tendencies : the natural divisions of interest between sections, so 
that one could best advance its wishes by having the states strong ; while 
the other could best do so by having the central government strong. 

Not much time should be taken at the beginning to define the issue be- 
cause it is too abstract. Simply db what is necessary to set the problem 
dearly, then let the course of actual events give the material for later gen- 
eralization. Recall the differences of opinion in the early period when the 
government was being organized, then the strong national movement that 
brought on the War of 1812. This was followed l)y the new political issues ; 
first, the protective tariff, then slavery with new political parties aligned on 
these issues. 

2. The protective tariff and nullification. 

a. The tariff question : 

Brief review of the tariff question, especially 1816-1828. The two points 
of view ; at first some sentiment at the South for protection, growing belief 
that it was an unfair tax to that section, change best illustrated by Calhoun 
— his position in 1816 and his "Exposition" after the "tariff of abomina- 
tions," in 1828 (283, 323, 328-329). 

b. Constitutional questions and proposed remedies : 

Review earlier controversies over State Rights — Virginia and Ken- 
tucky Resolutions, Hartford Convention ; the State Rights theory was onfe 
that both North and South used when dissatisfied (252-253, 283). 

c. Some leaders of the sections : 

Eloquent leaders of the two sections define and argue the question of the 
nature of the ITnion : Webster, the Nationalist ; Calhoun and Hayne, for 
State Rights. The "Exposition," the debates in Congress (329-331). 

d. TarifT of 1832 : 

The South convinced that the high tariff may become permanent ; in- 
dignation and charges of unfairness in South Carolina (329). 

e. South Carolina, acting on State Sovereignty theory, pas.ses an Ordi- 
nance of Nullification in convention (November, 1832) (331-332). 

/. Action of Federal Government and outcome. 

(1) President Jackson's vigorous proclamation and threat to enforce 
the law if resisted (332). 

(2) Congress : After long debate on the questions, passes on the same 
day the Force Bill and the "Compromise Tariff" proposed by Henry Clay 
(332-333). 

(3) South Carolina repeals her ordinance, but rca-sserts her theory of the 
right to pass it (333). 



PROJECTS — EIGHTH GRADE 27 

3. Slaverj- and how it caused sectional feeling and controversy. 

a. Review the story of slavery tp 1820, bringing out clearly the causes 
and steps that made the institution sectional (290-291, 301-303). 

b. Conditions of slave life : 

The cotton plantation, slave quarters, clothing, food, care (298-300). 

c. "Cotton is King." 

Tremendous growth of cotton culture, due to Industrial Revolution, 
cotton gin, Southwestern lands ; effects of this in promoting slavery (290- 
291, 303). 

d. Abolition Movement in the North, beginning about 1830. 

e. Slavery before Congress. 

(1) Question of balance of power in the Senate, and of slavery in the 
territories; Mis.souri Compromise (309-311). 

(2) Petitions against slavery in the District of Columbia; the "Gag 
Resolutions," and John Quincy Adams (347-348). 

/. Slavery and politics, the Liberty Party (348). 

4. Expansion to the Pacific ; Texas and the Far West. 

a. Annexation of Texas. 

(1) Story of the settlement of Texas bj^ Americans ; revolt from Mexico 
and independence (1836); early efforts to bring about annexation to the 
United States fail because of the slavery i.%«ue (353-355). 

(2) Tyler's treaty of annexation and its failure in the Senate 
(355). 

(3) The issue before the people, campaign of 1844, arguments for and 
again.st Clay and Polk (355-356). 

(4) The popular verdict; annexation by joint resolution of Congress, 
1845 (356). 

b. Oregon. 

(1) What was the Oregon Country? Geography; undefined bound- 
aries (357). 

(2) Its early history ; claims of the United States ; joint occupation 
(357-358). 

(3) Campaign of 1844; " reoccupation " of Oregon, "Fifty-four-forty 
or fight" (355). 

(4) Treaty of 1846 ; President Polk accepts a compromise dividing line 
to avert war (358). 

(5) Settlementof Oregon (359-360). 

c. The Mexican cessions (1848) ; crossing the Rockies. 

(1) War with Mexico. 

Difficulties with Mexico and how they led to war (362-363). 
Military operations (to be treated very briefly), prominence of Taylor 
and Scott, peace treaty (1848) (363-366). 

(2) Expansion to the Pacific completed, California and New Mexico. 

(3) Other important results of the war (367-368). 



28 teacher's manual ^ 

5. Questions of slavery in the territories ; the issue become-; the domi- 
nant one in politics. 

a. Slavery in the United States in 1850 (370-371). 

b. What powers had the Federal Government over slavery? Study 
the section of the Constitution that gave Congress power to legi.slate for 
the territories and for the District of Columbia. Read the clause in- 
tended to compel the return of fugitive slaves. 

How could the power to admit states be used to regulate slavery? 

c. Questions of slavery in the new territory (360) . 

(1) Various proposals : prohibit entirely; permit and protect ; extend 
compromise line of 36° 30' to the Pacific ; popular sovereignt.v (309-370). 

(2) Oregon; organization as free territory (360). 

(3) Mexican cessions; feeling aroused. Election of 1848 (371-372). 
-(4) California ; discovery of gold, rush of people, organizes government 

and asks admission as state (372-375). 

d. Compromise of 1850. 

(1) Seriousness of crisis ; threat of disunion (375). 

(2) Some of the leaders : of the older group — Calhoun, Webster, Clay ; 
younger men, proslavery, Davis and Stephens ; antislavery — Seward 
and Chase (375-377). 

(3) Clay brings forward a series of measures designed to settle the whole 
slavery issue by a policy of compromise. Appeal for a "Union of hearts" 
(375). 

(4) The great debate in the Senate. Calhoun's speech ; Webster's 
Seventh of March Speech (376-377). 

. (5) Terms of the compromise measures as finally passed- (376). 
(6) Results of the Compromise of 1850. 

- (a) Brought peacic for the moment; belief of many in its finality, hope 
that the whole slavery quarrel which endangered the Union was now settled. 
Election of 1852 (378, 383). 

(b) Put into operation the principle of "popular" or "squatter sover- 
eignty." 

(c) The new fugitive slave act proved a source of friction, public senti- 
ment at the North opposes its enforcement ; the " Underground Railroad " ; 
Uncle Tom's Cabin (378-381). 

6. Question of slavery in the old territory : undoing the Missouri Com- 
promise. 

a. Growth of population west of the Mississippi suggests organization 
of territory of Kansas and Nebraska (384). 

b. Douglas, of Illinois, [)roposes appeal of the theory of pojiular sover- 
eignty. Indignation of the North (385). 

c. Kansas-Nebraska Act repeals the Missouri Comiiromise ; terms of 
the law (385). 

d. Contest rc-opened with new l)itterness; charges of Inul faith (385). 



PROJECTS — EIGHTH GRADE 29 

e. " Bleeding Kansas " ; struggle for control ; attitude of the President 
and of Congress (3S6-3S7). 

7. Reorganization of political parties ; drawing sectional lines. 

a. Slavery now the dominant question ; old parties divided on the sub- 
ject and could not endure (389). 

h. Democrats tend to split into two wings, which occurs in campaign of 
1860 ; break-up of Whig party. 

c. New Republican party organized (1854-1856) ; elements of its mem- 
bership; principles and leaders, necessarily sectional (389-390). 

8. Dred Scott Decision, 1857. 

a. Review the early history of the Supreme Court and its stand for a 
broad national interpretation of the Constitution under John Marshall (255). 

h. Facts in the Dred Scott case as it came before the Supreme Court; 
constitutional questions involved; the Court's decision (391-392). 

c. Was the decision sound? If so, the Republican party existed for an 
unconstitutional purpose; Lincoln's statement (392). 

9. Lincoln-Douglas Debates, 1858. 

Occasion of the debate ; views of the two men ; importance in promoting 
discussion of the question of slavery in the territories, and in making Abra- 
ham Lincoln known to the people of the whole country (392-394). 

10. Attacks on slavery as a moral and social evil. 

a. The.se grow in intensity, side by side with great political struggles 
that have been studied. 
h. Attacks in literature. 

(1) Northern newspapers, especially Garrison's Liberator (347). 

(2) New England poets: Whittier, Longfellow, Lowell (345-347). 

(3) Uncle Tom's Cabin and its influence (380-381). 

(4) Helper's hnpenrlinrj Crisis (412). 

c. In the churches, division along sectional lines (370). 

d. Rescues of fugitive slaves (380). 

e. Attempts to start a slave insurrection. 

(1) Nat Turner's revolt (347). 

(2) John Brown, his career in Kansas and the Harper's Ferry Raid 
(387, 394-395). 

VI. Crisis of Secession: An indestructible Union or a compact 
between States? 

1. Campaign of 1860 for control of the national government. 

a. The new Republican party, the nomination of Lincoln, its platform 
which could win no support in the South (397). Split of the Democrats on 
sectional lines (395); the Constitutional-Union party ; its .significance (398). 

6. Victory of the Republicans, regarded by South as purely sectional, 
and as a menace to that section (398). 

2. One nation or two? 



30 teacher's manual 

a. Secession of South Carolina and cotton stateSj. reasons assigned for 
secession (398-399). 

b. Southern Confederacy organized (399). 

c. Failure of conciliation efforts (400-401). 

d. Inauguration of Lincoln; his inaugural and attitude in the crisis; 
his war Cabinet (416-418). 

e. The appeal to arms : Fort Sumter, Lincoln's proclamations, secession 
of four more states when compelled to choose, outburst of patriotic feeling 
and preparation for war in both sections (419-421). 

3. Causes of the war ; what the sections fought for : 
a. Review subjects of difference. 

6. Constitutional questions; views of each .side regarding the nature 
of the Union and right of secession (415). 

c. Summarize briefly and clearly the causes immediate and underlying. 

4. The North and South on the eve of war. 

a. Resources and advantages of each in population, industry, etc. (421- 
422). 

b. To what extent was sentiment divided in each .section ? Problem of 
the border states (420-421). 

c. The strategy of the Civil War, a study in geography (423). 

5. The war for the Union. 

There are so many other important topics that militarj^ history must be 
treated briefly. The blockade, chief campaigns and great leaders; what 
the federal armies and navy had to accomplish to win the war. It is easy 
to select from the many great battles a few for type studies; e.g., siege of 
Vicksburg, Chickamauga, Chancellorsville, Getty.sburg. The fight of 
the Monitor and Merrimac is of special interest as the first between iron- 
clads, marking the beginning of a new order in naval warfare. 

6. Civil affairs during the war. 

a. Compulsory military service; bounty jumping (458). 

b. Northern opposition to the war (460-461). 

c. Paying for the war ; taxation, greenbacks and bonds; National Bank 
Act (459-460). 

d. Cost of the war, to North and South (462). 

e. Principal results of the war (462-463). 

7. Putting an end to slavery. 

a. Show how consideration of the slavery question was forced in spite 
of the contention of the North that the war was waged solely for the Union 
(456). 

b. Acts of Congress, especially abolition in the District of Columbia 
and the territories, and confiscating fugitive slaves of disloyal owners (457). 

c. Emancipation Proclamation of President Lincoln, applying to States 
resisting the authority of the Federal government; purpose and effects; 
an exercise of war power (457). 



PROJECTS — EIGHTH GRADE 31 

d. Abolition by state action (462). 

e. Thirteenth Amendment to the Federal Constitution (in effect Dec. 18, 
18G5) (462). 

8. Reconstructing the Union. 

a. Perple.xing questions raised by the victory of the North : were the 
seceding states in or ovit of the Union, and how could they be restored to 
their old partnership without endangering the results of the war? How 
should the white people of the South who had fought against the Union be 
treated? What could be done for the negro frecdman? 

b. ' Undertaken by the President : views of Lincoln ; his assassination and 
the efforts of his successor, Johnson (454, 465—466). 

c. Undertaken by C'ongress : quarrel between Congress and President ; 
the Freedraan's Bureau and the Civil Rights Act; severe policy adopted by 
Congress (466-469). 

(/. Conditions in the South, "Carpet-baggers" and "scalawags," the 
Ku-Klux Klan, Federal repression (470-472). 

e. Impeachment of President Johnson (469-470). 

/. Fourteenth and Fifteenth Amendments adopted (468, 472-473). 

g. General Grant becomes President, and supports Congress; corrup- 
tion in public life (473-474). 

h. Reaction against the radical policy toward the South ; the Liberal 
Repubhcans (475-476). 

i. Disputed election of 1876 ; troops withdrawn from the South (1877), 
white supremacy restored (477—478). 

9. Relation with foreign countries : 

a. France — attitude of Napoleon III during the war; his interference 
in Mexico; enforcing the Monroe Doctrine (1861-67) (480-481). 
6. Russia — relations during the war; purchase of Alaska (481). 

c. Great Britain — attitude during the war; American claims for 
breach of neutrality ; treaty of Washington (1871), followed by the Geneva 
arbitration (482). 

d. Naturalization and citizenship ; questions arising from large immigra- 
tion treaties with several European countries on subject of naturalization 
(482-483). 

e. Relations with Latin-America (483-484). 
/. Disputes with Chile and Italy (484). 

g. Affairs in the Pacific — Samoa, the Behring Sea controversy ; Hawaii 
(485-486). 

h. Venezuelan boundary question (486). 

VII. The New Union. Shall the United States assume the 
position of a world power which its accomplishments warrant? 
1. Progress of the age of machinery and applied science. 
a. Review the great transformation of industry and society inaugurated 



32 teacher's manual 

by the Industrial Revolution (Division II). All great lines of change con- 
tinued rapidly. Centennial Exposition of 1876 ; what it showed (554-558). 

b. Iron and steel ; coal; great development of mining (556-557). 

c. Travel, transportation, and communication. 

(1) Improvements in steam locomotives and steamships, railroads and 
cars for freight and passenger, in steam engines for all kinds of industries. 

(2) Electricity ; improvement of the telegraph ; invention of the tele- 
phone and improvement until transcontinental conversation is possible 
(1915) ; wnreless telegraphy. The trolley car and the electric locomotive; 
elevated and subway railroads (558-559). 

(3) The age of invention (559-560). 

d. Foreign commerce (561-562). 

e. Cities ; continued increase in number and size ; compare with 1789 
and 1860; modern municipal problems (562-564). 

/. Agriculture and rural life ; machinery and power in farming ; scien- 
tific agriculture ; diminishing isolation of rural hfe — railroad, electric cars, 
telephone, newspapers, better mail service (rural free delivery) (554-555). 

g. Modern warfare : more terrible explosives ; giant cannon ; the 
machine gun; airships and submarines (560). 

2. The age of "Big Business." 

a. Rise of corporation; the trust problem. Show how the wonderful 
progress of the age of machinery and the rapid development of industry 
accompanying it made an era of "big business." Larger sums of money 
needed for this business; growth of corporations (in which hundreds of 
thousands could invest) in number and amount of capital. How this led 
to problems of trusts (501-503). 

b. The workers; rapid increase of wage-earning class, their troubles 
and problems ; Unions (increasing to national organizations — Knights of 
Labor, American Federation of Labor), strikes, boycotts, arbitration. Social- 
ist movement, etc. (505-510). 

3. Business and government; problems of political reform. 

a. Show how progress of the age of machinery, the rapid advance of in- 
dustries, and the growth of large business enterprises, raised many problems 
of government — national, state, and local. Topics below indicate a few 
important lines. 

b. Transportation and interstate commerce. - 

(1) Formation of great trunk-line systems : rapid increase of country's 
mileage. Interstate Commerce Act (503-504). 

(2) Improvement of harbors and waterways; "pork barrel" legislation 
(540). 

c. The problem of trusts and monopolies. 

(1) Meaning of the term, natural monopolies; public service companies. 
DifTiculties of problem. 

(2) The Sherman Act, 1890; the Federal Trade Commission (503). 



PROJECTS — EIGHTH GRADE 33 

d. Problems of the workers and of iiiiiiiigration. 

(1) Controversies of labor and capital, strikes and violence. Some of 
the demands of the workers. Appeals for national and state legislation. 
The courts and injunctions. The President and protection of mails, inter- 
state commerce, and federal courts (507-509). 

(2) Immigration and its effects on American labor. Objection to for- 
eign contract labor ; law of 1885. Chinese labor excluded. Japanese ques- 
tion (513-515). 

(3) Regulating and restricting the labor of women and children (506). 

e. Problems of the tariff and financial organization. 

(1) Effect of the high war tariff on business; strong demand for pro- 
tection and claim that it aided the workers and the general jirosperity as 
well as the proprietors of protected industries. Tariff acts of 1890 (McKin- 
ley), 1894 (Wil.'^on-Gorman), 1897 (Dingley), 1909 (Payne-Aldrich), 1913 
(Underwood) (515-517). 

(2) The monej' question, with brief review of the decline in value of 
silver, coinage act of 1873, free silver campaign of 1896. Increased produc- 
tion of gold and changes it brought about; the ''gold standard" (1900). 
The Federal Reserve Act of 1914 (518-523). 

/. The Civil Service; meaning, early history; Jackson and the spoils 
system in national politics ; agitation for reform ; Civil Service Act of 1883 ; 
attitude of President Cleveland, Roosevelt and the merit system. Efforts 
for reform in city and state government (512-513). 

g. Elections and the right to vote (states). 

(1) Laws against corrupt practices in elections (547). 

(2) The Australian ballot system (546). 

(3) Spread of direct government ; direct primaries, initiative and refer- 
endum, the recall (547-548). 

(4) The prohibition movement (549). 

(5) Woman Suffrage (548-549). 

h. Conservation of^ natural resources; alarming waste of natural re- 
sources; allowing public wealth to get into private hands; danger of 
monopolies ; special importance of forests. Movement for state and na- 
tional action; work of President Roosevelt (540-541). 

i. The progressive movement in politics; the Republican insurgents, 
split in the Republican Party, 1912 ; contest of Roosevelt and Taft ; forma- 
tion of the Progre.ssive Party, its showing in the election and decline in later 
contests (550). 

4. The Great West. 

a. Review briefly, westward expansion, growth of population, social 
and political characteristics, influence on the nation. 

b. Development of the Far West ; the frontier and its significance. Pa- 
cific railroads, their construction and influence. A few years later, overseas 
expansion begins C488-490). 



34 teacher's maxual 

c. Development of the Southwest (495-496). 

(/. Homestead Act, 1862, influence in promoting settlement. New states 
admitted (490^92). 

e. Great indu.strie.s : development of mining ; great wheat belt ; cattle 
and sheep raising ; fruit growing on the Pacific Coast. Irrigation System, 
Roosevelt Dam. Poorest reserves (492, 540-542). 

5. The New South : Problem, were the best interests of the South identified 
uith the inslitution of slavery? 

a. Economic ruin of the South after the war ; remarkable develoi)ment 
that followed (497). 

h. Change in agriculture : smaller farms, varied crops, etc. (497-498). 

c. Beginnings and growth of manufactures ; cotton mills; iron industry 
of northern Alabama. Increase of railroads (498-499). 

d. Growth of schools and colleges, public schools for negroes, also im- 
portant higher institutions, such as Hampton and Tuskegee Institutes (499- 
500). 

6. Intellectual, social, and humanitarian progress. 

a. Review study made of the same sul)ject under Division IV, trace de- 
velopment in a similar way. The following are supplementary suggestions. 

b. The people : change in the character of inmiigration since the Civil 
War; pfoblems; proposals for dealing with them (514-515). 

c. The Woman's Movement : success of the equal suffrage movement ; 
growing importan^ce of women in business life and in the professions (54S- 
549). 

d. Educational reform and intellectual organization. 

(1) The new education : modern school organization, methods (564-506) . 

(2) Great endowments by American captains of industry, for scientific 
and historical research (Carnegie Institute of Washington) ; medical re- 
search (Rockefeller Institute) ; advancement of education (Carnegie 
Foundation, General Education Board) ; promotion of international peace 
(Carnegie Foundation) . 

(3) Growth of public libraries : gifts of Andrew Carnegie ; Boston Pub- 
lic Library, New York Public Library, Congressional Library, Washington. 

(4) Art Galleries : Metropolitan in New York, galleries in Boston, 
Chicago, Baltimore, Washington, Buffalo, Philadelphia, Rochester, Toledo, 
etc. 

(5) Effects of the great modern printing presses, type-setting machines, 
and other improvements in printing; multiplicity of liooks, cheap editions 
of cla.ssics, improved school textbooks, modern maga-xines, great metropoli- 
tan newspapers of to-day, pictures at small cost. 

e. American Hterature since the C'ivil War (567-56S). 

/. Sanitation and public; health : departments of healtl*and their work. 
g. Immigration and .society — its prol)lems. 

7. Oversea expansion, world power. 



PROJECTS — EIGHTH GRADE 35 

a. This phase is ordinarily dated from 1898, but is clearly foreshadowed 
by previous events, particularly : — 

(1) The interest of the United States in the Pacific: (Samoa, 1887; 
Hawaii, isthmian canal question) (485-486). 

(2) Blaine's Pan-American policy ; desire for leadership of United States 
in Western world; Pan-American Congress (1890) (484). 

(3) Cleveland and the Monroe Doctrine ; new vigor and e.xtension in the 
Venezuela case (1895) ; later developments (486). 

h. The War with Spain, 1898. 

(1) Caused by conditions in Cuba, destruction of Maine in Havana 
Harbor; American property and commercial losses (525-528). 

(2) Naval victories at Manila and Santiago ; fighting in Cuba ; invasion 
of Porto Rico (528-530). 

(3) Peace treat}' at Paris, November, 1898; United States acquires the 
Philippines, Porto Rico, Guam; Cuba independent, but passes under 
American protectorate (531). 

c. Problems of governing the new possessions; insurrection in the Phil- 
ippines. The "Anti-imperialistic" movement in the United States; presi- 
dential campaign of 1900 (532-534). 

d. Annexation of Pacific islands; Hawaii (1898) ; part of Samoan group 
(1899) ; importance of coaling stations for modern warships (485, 533). 

e. The Far East, World Politics. 

(1) John Hay and the "open door" policy. Boxer upri.sing (534-535). 

(2) Mediation in the Russo-Japanese War (1905) (525). 

(3) Relations with Japan (54.5-546). 

(4) Part taken in various international congresses. 

/. The international peace conferences at The Hague ; part taken by the 
United States. 

g. The Panama Canal. 

(1) Brief review of earlier interest in the project of an isthmian canal ; 
negotiations with England and France (536-537). 

(2) Indcpentlencc of Panama (1905\ cession of Canal Zone to United 
States (538). 

(3) Work of construction, (lifhculties, Goethals; opening in 1914 (538). 
h. Other public works undertaken by the Federal government (539-540). 
i. The Monroe Doctrine and relations with Latin-American countries. 

(1) Cleveland and the Venezuela ca.se; American position at the first 
Hague Conference in 1899 ; German and other claims against Venezuela in 
1901; Roo.sevelt and Santo Domingo, 1904 (544-545). 

(2) Growing resentment of Latin-American countries; attempt to allay 
it. 

(3) President Wil-on and the anarchy in Mexico, 1913- (543-544). 

j. .Adjustment of other foreign affairs. Purchase of Virgin Islands, 1917. 
(1) Settlement of the Alaskan boundary by arbitration, 1903 (543-544). 



36 teacher's manual - 

(2) Settlement of disputes with England and Canada over fishing rights 
by arbitration (543). 

VIII. The United States and the World War. 

1. Democracy on trial. 

a. German history, ideas and policies, a dream of world empire (569- 
573). Germany's allies and military preparations (573-574). 

6. The United States as a neutral power; compare with position of 
United States during Napoleonic Wars (574-578). 

c. Our tardy preparations for war. 

(1) Conscripting a national army (579-580). Building a navy (580-581). 

(2) Arms and ammunition; aircraft production, etc. (581-584). 

(3) Building a bridge of ships to Europe (584-586). 

d. War finances : taxation and liberty loans (588). 

e. Disloyal opposition to the war; the slackers (589). 
/. Work of the American Red Cross (590-592). 

g. Our first troops arrive in France (592-593). 

2. The turning of the tide. (Study maps, pp. 598, 606.) 
a. Russia abandons her allies (596-597). 

6. German drives on the western front, March to July, 1918 (597-606). 

c. Allied counter-offensive (606-610). 

d. Surrender of Germany's allies, Bulgaria, Turkey, Austria (610-612). 

e. Germany sues for peace (612-615). 

3. Democracy's victory and its meaning. 

a. The Peace Conference (617-621). The League of Nations (618-620). 
h. Terms of peace treaty of Versailles (621-625). 

(1) Security for the world's peace. Overthrow of German militarism. 

(2) Reparation. Freedom for subject peoples. 

c. Peace Treaty with Austria (627-628). 

d. Bolshevist tyranny in Russia (628-630). 

• e. Outstanding results of the World War (030-636). 

(1) Immense losses of life and property. 

(2) International law and morality vindicated. 

(3) A new map of Europe. (Study map, p. 630.) 

(4) Closer relations with the world's democracies. 

(5) Closer relations between the two Americas. 

(6) Clearer conception of our national prol)lems, and of our interna- 
tional position and responsilailities. 

4. National policies; passage of prohibition and equal suffrage amend- 
ments. Presidential election, 1920. 



PART m 
QUESTIONS ON THE TEXT 

CHAPTER I 

The Way to Cathay 

1. In the fifteenth century, what notions did men have about the size 
and shape of the earth? What aids to navigation were lacking? 

2. What were the Crusades? How did they help Europe become ac- 
quainted with Asia? 

3. What was the Revival of Learning? How did it aid Discovery and 
Exploration? 

4. Give a general account of Europe in the fifteenth century, using the 
following topics : (a) Population; (6) Industries; (c) Cities; (d) Govern- 
ment; (e) Religion. 

5. What were the three important trade routes between Europe and 
Asia? What goods were exchanged? Was money used? 

6. Trace on the map the most direct route by which the products of 
Asia are now brought to Mediterranean cities. What great canal was dug 
to make this route possible? 

7. Give an accoimt of the travels of Marco Polo. 

8. Why did it become necessary for the nations of Europe to find a new 
trade route to the Far East? What did Prince Henry do to assist? 

9. What scientific inventions aided Columbus and sailors of his day? 
10. How did the Portuguese mariners find their way to India? 

CHAPTER II 

The Discovery of a New World 

1. Give an account of the early life of Columbus. 

2. What was his theory concerning the shape of the earth? By what 
route did he think India could be reached? 

3. Describe the efforts of Columbus to .secure aid from the rulers of 
Spain. 

4. Describe the first westward voyage of Columbus. 

5. Give an account of the discovery of land. Locate on the map the 
group of islands where he landed. What name did he give to the natives, 
and why? 

37 



38^ teacher's manual 

6. Give an account of the later voyages of Columbus, and of his last 
days. 

7. What great thing did Columbus believe he had accomplished ? What 
did he actually achieve? 

8. What qualities do you admire in Columbus? (Suggestion — Let 
some pupil read or recite to the class Joaquin Miller's Columbus.) 

9. Give an account of the voj^ages of the Northmen. Is their supposed 
discovery of America based on historical records or on tradition? How 
was the account handed down to later generations ? 

10. How did the Pope propose to divide the newly discovered lands? 

11. Give an account of the voyages of John Cabot. Indicate on a map 
of North America the portion of the Atlantic Coast explored by him. (Im- 
portant as the basis of England's claim to North America.) 

12. How did America get its name? 

13. Describe Balboa's discovery of the Pacific. What prophetic sug- 
gestion did he make? 

14. Let one pupil give an account of Magellan's voyage, another trace 
it on the globe, and a third pupil summarize its results. 

CHAPTER III 

Spanish and English Exploration 

1. Contrast the present position of Spain among the nations with its 
importance in the sixteenth century. 

2. Where was the first permanent Spanish colony in the New World? 

3. Give an account of the conquest of Mexico by Cortez. (Have some 
pupil read to the class a few of the most vivid passages from Prescott's 
Conquest of Mexico. ) 

4. Trace on a map of North America the explorations of Coronado and 
De Soto. 

5. Name and locate the oldest town in the United States. 

6. Indicate on a map the extent of Spain's empire in the sixteenth cen- 
tury. 

7. How did Spain govern this empire? How did the Spaniards treat 
the Indians? 

8. Describe the work of the Spanish missions. 

9. What were the causes of Spain's decline? 

10. Why did England build up a navy? 

11. (a) Give an account of the exploits of Hawkins and Drake. 

(b) Trace on the globe the memorable world voyage of Drake. 

12. Describe the defeat of the Spanish Armada. Why was this result 
so important? 

13. Where were the first English .settlements in America? What was 
done by Sir Walter Raleigh to aid the work of colonization? 



QUESTIONS ON THE TEXT 39 

CHAPTER IV 
French and Dutch Explorations 

1. Give an account of the early voyages of the fishermen from Malo 
and St. Dieppe. 

2. Trace on the map of North America the exploration of Verrazano; 
of Cartier. 

3. Describe Champlain's voyage up the St. Lawrence. Where wa.s the 
first permanent French settlement? ^Miat is the modern name for Acadia? 
Locate it on the map. 

4. Why was Quebec chosen as the ideal location for a fortress ? 

5. What motives influenced the French in their colonization in America? 
Contrast these with the aims of the English colonies. 

6. What mistalce did Champlain make in dealing with the Iroquois? 
What important consequences followed ? 

7. What work was undertaken by the Jesuits in Canada? (Let one of 
the pupils read to the class some passages from Farkman.) 

8. Give an account of the di.scovery of Lake Michigan. 

9. Trace on a map the voyage of Marquette and Joliet from the Straits 
of Mackinac down the jNIississippi. 

10. Describe the explorations of La Salle. To what region did he apply 
the name Louisiana? 

U. What three geographical divisions were included in the empire of 
New France? 

12. Describe the voyage of Henry Hudson. 

13. Tell the story of the foiuiding of New Netherland. 

14. Thus far in the text, four nations have made explorations in the New 
World. Point out on the map or globe the regions claimed by each, as a 
result of these explorations. 

CHAPTER V 

Early America — The Land and the People 

1. How did the climate of North America differ from that of Europe 
lying in the same latitude? 

2. How did the vast extent of North America mislead the early ex- 
plorers ? 

3. Why were trading posts usually established at the head of river naviga- 
tion ? 

4. Describe the forests and animal life fcnind by the first settlers. 

5. Trace the Appalachian barrier on the map. How did it influence 
colonization? 

6. Trace on the map the three chief routes across this barrier. 



40 • - teacher's manual 

7. (a) About how many natives were living in North America at the 
time of its discovery? (How does this compare with the number in the 
United States to-day?) 

(b) Describe the personal appearance of the Indians. What theory has 
been advanced as to their origin? 

8. Give an account of the semicivilized Indian peoples (Incas, Aztecs, 
Pueblo Indians). 

9. Name and locate on the map the three great families of Indians of 
northeastern America. What was the tribe? The clan? The totem? 

10. (a) How did the Indians get their food? Clothing? 
(6) Describe their houses. 

11. How did the Indians make war? 

12. What ideas did the Indians have about religion? 

13. What was the attitude of the Indians toward the white settlers? 
What things did the natives obtain from the colonists? What did the 
settlers learn from the Indians ? 

14. Give several words in common use derived from the Indians. Find 
several Indian names in your State. 



CHAPTER VI 
The Old Dominion 

1. At the beginning of the sixteenth century, what condition in England 
favored colonization? 

2. What was a "patent " or charter ? (Compare with charter of modern 
corporation, also with State constitution.) 

3. What were some of the important provisions of the first Virginia 
charter ? 

4. Sketch a map of the eastern coast of North America, showing the 
territory granted to the London and Plymouth companies. Indicate the 
overlapping territory. (The land claims are important in later divisions 
of territory.) (Map, p. 59.) 

5. Describe the founding of Jamestown. 

6. What is meant by a "communistic" system? How did this plan 
work out in practice ? 

7. What services did John Smith render to the colony? 

8. Indicate on the map the extent of the territory claimed by Virginia. 

9. Give an account of the beginning of tobacco-growing in Virginia. 

10. Describe the meeting of the first representative assembly in America. 

11. How was the labor problem met? Use the following topics : — 
(a) Indentured servants, (b) Introduction of slavery. 

12. Describe the steps by which Virginia became a royal province. How 
did the royal province differ from the corporate colony ? 



QUESTION'S OX THE TEXT 41 

13. WTiat was Virginia'.s attitude toward the king during the Civil War 
in England? Account for the origin of the name "The Old Dominion." 

14. Give an account of the contest between Governor Berkeley and 
Nathaniel Bacon. Outcome? 

If), ^^'llat were some of the measures passed by England to restrict colo- 
nial trade? What was the object of these laws? (Compare with similar 
measures passed by Spain, page 25.) 

CHAPTER VII 
The Other Southern Colonies 

1. Locate on the map the territory granted by King Charles I to Lord 
Baltimore. 

2. What rights did Lord Baltimore have as proprietor? 

3. Give an account of the founding of Maryland. What was the prin- 
cipal industry in this colony? 

4. How was representative government established in Maryland? 

5. What is meant by religious toleration ? How was it secured in Mary- 
land? (In this connection, read the first clause of Article I of the Amend- 
ments to the Ignited States Constitution; see Appendix.) 

G. Describe Maryland's boundary quarrel with Virginia. 

7. (a) Give an account of the founding of the Carolinas. (b) Why did 
they become royal colonies? (c) \\hat people came to live in the Caro- 
linas? (d) Chief industries of these colonies. 

8. What was Oglethorpe's motive in founding Georgia? 

9. Locate his colony. Why was it unsuccessful at first ? 

10. Draw a map of the Atlantic Coast .south of the Delaware River. 
Locate the five English colonics established there, showing also the Span- 
ish territory of Florida. (See map, page 73.) 

CHAPTER VIII 

The New England Colonies 

1. (a) How did the Puritans get their name? 

(b) Why were some of them called Separatists? 

(c) Why were they bitterly persecuted, first by Queen Elizabeth, then by 
King James I ? 

2. Tell the story of the emigration of the Scrooby congregation to 
Holland. 

3. What motives led the Pilgrims to come to America? How did their 
motive differ from that of the Virginia colonists? 

4. Tell the story of the Mayflower voyage. 

5. What was the "Mayflower Compact"? 



42 teacher's manual 

6. \Miy did the Pilgrims settle so far north of the land granted them by 
the London Company? (Read all you can about the celebration of the 
Pilgrim Tercentenary at Plymouth, 1920-1921.) 

7. (a) Give an account of the first winter in Plymouth Colony. 
(6) Why did the colonists abandon the plan of owning the land in common? 

8. (o) How did the Pilgrims get along with the natives ? 
(6) Who was Miles Standish? 

9. (a) How was Plymouth colony governed ? (6) To what other colony 
was it afterwards joined? 

10. Explain how the bigotry of King Charles I aided the colonization 
movement. 

11. What was the Massachusetts Bay Company? 

12. Describe the "Great Emigration" headed by John Winthrop. 

13. (a) Give an account of the origin of representative government in 
Massachusetts Bay Colony, (b) How did the legislature come to consist 
of two houses? 

14. How was local government carried on in the towns? 

15. How do you account for the fact that the Puritans, themselves the 
victims of persecution, were so intolerant? 

16. Tell the story of Roger Williams and the founding of Rhode Island. 

17. Give an account of the founding: (a) of Connecticut; (6) of New 
Haven. (Note that the emigration from Massachusetts to Connecticut 
was the first westward migration in the territorj- now known as the United 
States.) 

18. What was the New England Confederation? What did it accom- 
pUsh? 

19. Tell the story of King Philip's War. 

20. How did New Hampshire and Maine come to be settled? 

21. Give an account of the tyrannical rule of Andros, and its outcome. 



CHAPTER IX 

The Middle Colonies 

1. What was the chief purpose of the Dutch in coming to the Hudson 
region? What navigator paved the way for the Dutch settlers? 

2. Give an account of the settlement of New Amsterdam. Who were 
the "patroons"? 

3. What American author has written a burlesque history of the 
colony ? 

4. Locate New Sweden, and tell the story of its annexation to New 
Netherland. 

5. What grounds for complaint did the colonists have against Governor 
Stuyve.sant? 



QUESTIONS ON THE TEXT 43 

6. What was the object of England's navigation acts? 

7. Give an account of the conquest of New Netherland. Why was the 
name changed to New York? 

8. Trace the New Jersey grant on the map. What sects came to the 
Jerseys in large numbers? 

9. Give some interesting facts about the beliefs and customs of the 
Quakers. 

10. Tell the story of the early life of William Penn. 

11. What does the name Pennsylvania mean? What was Penn's mbtive 
in founding a colony in America? 

12. What were some of the laws passed at Chester for the government 
of the colony ? 

13. Locate Philadelphia. How did it rank in population in the eight- 
eenth century? Rank at the present time? 

14. How did Penn treat the Indians? 

15. How was the boundary quarrel with Maryland settled? 

16. Sketch the early history of Delaware. 

17. Name several of England's colonies in the West Indies. How did 
these compat-e (seventeenth century) in population and wealth with her 
colonies on the mainland ? 

18. What islands did Denmark claim? What did Russia claim ? 

CHAPTER X 

The Struggle for a Continent 

1. Trace on the map the territory claimed by France in North .\merica. 

2. What part of this territory was also claimed by England? What 
advantages did England have over France in defending her claims ? 

3. How many colonial wars were waged between France and England? 
WTiat geographical conditions had an important influence on the cam- 

- paigns ? 

4. Give an account of the beginning of the contest for the Ohio ^'aik'y„ 
using the following topics : (a) Governor Duquesne's exploring expedition. 
(6) Christopher Gist and the Ohio Company. 

5. What was Washington's first i)ul)lic mi.ssion? 

6. In the final struggle for the continent, what were some of the ad- 
vantages of the French? Of the English? 

7. Who drew up the Albany Plan of Union? What was its purpo.se? 
Why was it not adopted ? 

8. Give an account of Braddock's defeat at Fort Duquesnc. 

9. Why were the Acadians expelled from their homes? What poem is 
based on this episode? 

10. (a) Who was William Pitt? (b) How did he j^lan to carry on the 
war? (c) What were the first results of the new policy? 



44 teacher's manual 

11. Give an account of the attack on Quebec. 

12. Whj' is this battle regarded as one of the decisive battles of the 
world ? 

13. What territory did England acquire by the treaty of peace? What 
did France cede to Spain? 

14. What were some of the other important results of this war? 

CHAPTER XI 

Life in Colonial Times 

1. (a) What was the population of the colonies in the latter part of the 
eighteenth century? (6) Which were the most populous colonies? 
(c) The chief cities? 

2. (a) From what countries did the settlers come? (6) What causes 
led to their emigration to America? 

3. What is meant by the word " town " a.s used in New England ? Why 
did the first colonists settle in towns ? How was the town governed ? 

4. Give an account of life in the Southern colonies, using the following 
topics: (o) economic conditions ; (b) slavery and its results. 

5. Name the charter colonies; the proprietary colonies; the roj'al 
colonies. What was the essential characteristic of each group ? 

6. "Agriculture was the chief occupation of the colonists." — Contrast 
the methods by which the colonists carried on agriculture with those of 
to-day. 

7. WTiat other industries were carried on in New England? 

8. How did the fur trade help to bring on the PVench and Indian War? 

9. Wliat Briti-sh laws aided the shij^huilding industry in New England? 

10. What were the principal articles exported by the colonies to Eng- 
land? The chief articles imported into the colonies? Why was England 
so anxious to keep this trade in her own hands? 

11. "Only household industries were carried on in America." — What is 
meant by a household industry? What ones were carried on in the 
colonies ? How are these same industries carried on to-day ? 

12. WTiy was it difficult for the colonists to employ free laborers on their 
farms? Is farm help readilj^ obtained to-day? 

13. Who were the indentured servants? 

14. Give an account of slavery and the slave trade in the seventeenth 
century. 

15. Describe the homes of the colonists. 

16. Turn to the illustration on page 134, and describe the kitchen fire- 
side, naming as many of the objects as you can. 

17. (a) What materials were u.sed for kitchen utensils and dishes? 
(b) How were the meals usually served ? (c) What method of lighting the 
hou.ses was used? 



QUESTIONS OX THE TEXT 45 

18. What kinds of sports and amusements were popular? 

19. Describe the dress of the colonists. 

20. What were the principal religious sects represented in the colonies? 

21. Describe the Puritan Sabbath. 

22. Give an account of the witchcraft delusion. 

23. How did the colonists provide for the education of their children? 

24. Name some of the oldest colleges in the United States. 

25. What was the first newspaper in the colonies ? How does the news- 
paper of that day compare with our modern newspaper ? 

CHAPTER XII 
The Quarrel with the Mother Country 

1. What prophecy was made by a French statesman concerning Great 
Britain's annexation of Canada? 

2. Describe the new colonial policy adopted by Great Britain following 
the French and Indian War. 

3. Wliat kind of ruler was George III? How did he control Parlia- 
ment? 

4. Name several great Englishmen who were opposed to the new colonial 
policy. 

5. WTiat authority did Parliament claim over the colonies? Did the 
colonists admit this claim ? 

6. What was the American idea of representation? 

7. What was the British idea? Name several important British cities 
that had no representatives in Parliament. 

8. In what light did European powers, including Great Britain, look 
upon their colonies? 

9. What acts were passed by Great Britain as a result of this point of 
view? (Navigation .\cts, Acts of Trade, Molasses Act, Sugar Act.) Did 
any of these measures aid the colonies? 

10. What were "Writs of Assistance," and why were they used? 

11. What was the Stamp Act? Why was it passed? (Compare with 
our "Stamp Act" of 1898.) 

12. Give an account of Patrick Henry's resolutions in the Virginia legis- 
lature. 

13. WTiat resolutions were adopted by the Stamp .A.ct Congress? 

14. Describe the popular resistance to the Stamp .\ct. 

15. ^\^ly was the Act finally repealed? What learlors in Parliament up- 
held the cau.'^e of the colonists? What claim of authority was asserted by 
Parliament while repealing the Stamp Act? 

16. What taxes were to be levied uniler the Townshend .\cts? Why did 
the colonists object to these measures? Were thej^ consistent in taking 
this position? 



46 teacher's manual 

17. What action was taken by the Massachusetts Assembly in opposition 
to the Townshend Acts? What was the final outcome? 

18. Give an account of the conflict in Boston between the citizens and 
soldiers. What outbreaks occurred in other colonies? 

19. \Vhat were the Committees of Correspondence? 

20. What did Franklin report as to the sentiment of the people in England ? 

21. Why was the tax on tea not repealed? What plan was adopted to 
give the colonies cheap tea ? 

22. Give an account of the Boston Tea Party. 

23. Name the five "Intolerable Acts." What was the purpose of each? 

CHAPTER XIII 

The Dawning of Indep|:ndence 

1. Why was the First Continental Congress so named? Where did it 
meet? What colonies were represented? Name some of its leaders? 

2. What action was taken by this Congress? 

3. Organize the class as a meeting of the House of Lords to consider 
Chatham's motion to withdraw the troops from Boston. Let one pupil 
take the part of Chatham, make the motion, and give his argument. An- 
other may give Camden's argument, and a third the reply of Lord Suffolk. 

4. What was the attitude of the House of Commons on the question of 
supporting the government's policj'? ^\^lat leaders spoke on behalf of the 
colonies ? 

5. Give an account of the fighting at Lexington and Concord. 

6. Describe the battle of Bunker Hill. What did General Greene say 
of the outcome? 

7. What were some of the things done by the Second Continental Con- 
gress ? 

8. Sketch the earlier career of George Washington, showing why he was 
qualified to command the Revolutionarj' armies. 

9. Give a brief account : (a) of the capture of Ticonderoga and Crown 
Point ; (6) of the invasion of Canada. 

10. How were the British compelled to evacuate Boston? 

11. What were some of the causes that created a strong sentiment for 
independence? 

12. Who introduced the resolution for independence? Who was the 
author of the Declaration itself? When was it adopted? How was the 
news received, l)oth in America and in England? 

CHAPTER XIV 

The Campaign in the Middle States' 

1. Why did the British decide to occupy New York City, and to attempt 
to hold the line of the Hudson River ? 



QUESTIONS ON THE TEXT 47 

2. Give an account of the l)attlc of Long Island. 

3. Tell the story of Washington's retreat across the Jersej's. 

4. Give an account of Washington's victory at Trenton ; at Princeton. 

5. What did Robert Morris do to aid the Revolutionary cause? How 
did Congress raise money with wliich to carry on the war ? 

6. What was the British plan of campaign for 1777 ? 

7. Tell the story of Burgoync's invasion. What circumstances aided 
the Americans in winning the victory ? Why is Saratoga numbered among 
the decisive battles of the world? 

8. To what nations did we appeal for aid? What was the reply of 
Frederick the Great of Prussia? 

9. Tell the story of the Treaty of Alliance with France. 

10. Give an account of the British occupation of Philadelphia. Of the 
suffering at Valley Forge. 

11. Name some of the distinguished volunteers from Europe who came 
to the aid of the patriots. 

12. Describe the plot to remove Washington. 

13. Give an account of the battle of Monmouth. 

14. \Mio were the Loyalists or Tories? How were they treated by the 
patriots ? 

CHAPTER XV 

The Closing Years of the Revolution 

1. "Wliat part did the Iroquois take in the war? How were they finally 
subdued ? 

2. Tell the story of George Rogers Clark and his conquest of the North- 
west. ^^Tly was his campaign of great importance? 

3. What are privateers? What part did they play in the struggle? 

4. Tell the story of John Paul Jones and his victorie,--. 

5. How did "Mad Anthonj^" Wayne capture Stony Point? Why was 
it important to hold this position? 

6. What was the reason that Benedict Arnold determined to betray his 
trust? 

7. Tell the story of his attempt to surrender West Point. 

8. What militarj' rea.sons led to the British campaigns in the South? 
What cities did they capture? 

9. Who were Marion and Siunter? 

10. What was the result of the battle of Camden? Of King's Mountain 
and the Cowpens? 

11. As a general, how does Nathanael Greene compare with the other 
patriot commanders? Give an account of his campaign in the South. 

12. Tell the story of the final campaign at Yorktown. Show that 
Britain's defeat in this campaign was largely due to the fact that for a short 
time she lost control of the sea. 



48 teacher's manual 

13. How was the news of Yorktown received in America and in England? 
In what sense was Yorktown really a victory for Great Britain as well as 
for America? 

14. What were the terms of the treaty of peace? Trace on the map the 
boundaries of the territory assigned to the United States. 

15. Tell the story of Washington's farewell to his army, and of his jour- 
ney to Mount Vernon. 

16. Did your school district have any part in the Revolutionary War? 
Are there any tablets or monuments in your community which mark "his- 
toric shrines"? 

CHAPTER XVI , 

The Critical Period under the Confederation 

1. WTiat were some of the powers exercised by the Second Continental 
Congress ? 

2. What features of the colonial governments formed the pattern for 
the new state governments? 

3. What provisions were commonly included in the early state consti- 
tutions ? 

4. What steps led to the adoption of the Articles of Confederation? 
What caused the delay in ratification? 

5. Why was the Confederation government so weak ? 

6. What states had claims to the Northwest Territorj^ ? How was this 
dispute settled? (Study map, p. 59, with that on p. 216.) 

7. What method of survey was adopted for the Northwest Territory? 
On what terms was the land offered for sale? 

8. (a) What was Webster's opinion of the Ordinance of 1787? 
(6) What plan of government did it provide ? (c) What did the Ordinance 
assert with reference to slavery, religious freedom, education ? 

9. Give an account of the early emigration to Ohio. 

10. Tell the story of the first settlers in Kentucky and Tenne.s.see. 

11. Why is the period 1783-1788 sometimes called the "Critical Period" 
of American history? 

12. Why was it so difficult for the Confederation government to raise 
money ? 

13. Who had control of commerce during this period? What difficulties 
arose ? 

14. What riots and disorders occurred? Why could not Congress sup- 
press them? 

15. What was the attitude of foreign countries, especially Great Britain, 
S{)ain, and Tripoli toward the United States? 

16. "There is in America no general government." — Was this a true 
statement? 



QUESTIONS ON THE TEXT 49 

17. What conferences were held to discuss matters of trade and naviga- 
tion ? 

18. How did these lead to the proposal for a Constitutional Convention? 
What public leaders urged the holding of a convention? 

19. For what purpose was it called in the resolution adopted by Congress ? 
By whom were the delegates to be chosen? 

CHAPTER XVII 
Making the Federal Constitution 

1. When and where was the Constitutional Convention held? Name 
some of the prominent delegates. Which one has the title "Father of the 
Constitution"? 

2. Who was chosen as presiding officer? How was the vote to be taken 
in the Convention? Why were the proceedings kept secret? 

3. What was the plan of government under the Virginia plan drafted 
l)y James Madison ? Under the New Jersey plan ? 

4. Quote the only speech made by Washington during the session. 

5. What compromi.se was made in the matter of representation in 
Congress ? 

6. What was the compromise with regard to commerce and the slave 
trade? 

7. How was it at first planned to elect the President, and for what term ? 
Was the later change an improvement? 

8. Of what two bodies does Congress consist? How are the members 
of each chosen ? 

9. How are laws made? 

10. How is the President chosen? Term? Powers? 

11. What national courts are provided for? What are some of the ca^es 
to be tried before them? 

12. How may the Constitution be amended? How many amendments 
have been added ? 

13. What is meant by the federal plan of government? What are some 
of the powers exercised by the national government? By the state 
governments ? 

14. In what important respects did the new Constitution differ from the 
Articles of Confederation? 

15. How many months was the Convention in .session? Did all of the 
delegates sign the Constitution as completed ? 

10. How many states had to ratif.v l)cfore the Constitution went into 
effect? 

17. Name .some of the leading men who oppo.^ed ratification. What 
name was given to the supporters of the Constitution? Name some of its 
strongest supporters. 



50 teacher's manual 

18. What state was the first to ratify? Which was the ninth state? 
What two states did not ratify until after the new government was in 
operation ? 

19. What city was chosen as the first national capital? Give the exact 
date when the new government was to be inaugurated. Why was the in- 
auguration delaj'ed for one month? 

20. Who was chosen as the first President? The first Vice President? 

21. Describe the inaugural ceremony. What was the oath of office taken 
by Washington? 



CHAPTER XVIII 

Setting the New Government in Motion 

1. What were some of the things that had to be done in order to set the 
new government in motion? 

2. Why was Washington the one man in America best fitted for the 
position of first President? Give an account of one of his public recep- 
tions. 

3. What executive departments were created by Congress? How were 
the national courts organized? 

4. What was the financial problem that the new government had to 
solve ? 

5. How did Hamilton propose to take care of our debt to foreign cred- 
itors? 

6. What did Hamilton plan to do with the state debts? 

7. How was the location of the national capital decided? 

8. Why did Hamilton urge Congress to establish the Bank of the United 
States? 

9. On what grounds did Jefferson oppose this measure? 

10. Why did Congress pass the first tariff act? Compare this measure 
with the Townshend Acts. Why were the people now willing to pay the 
duties ? 

11. What was Hamilton's argument in favor of this measure? 

12. Give an account of the Whisky Rebellion. What did the outcome 
prove ? 

13. Give an account of the Indian warfare in Ohio. 

14. What group of men supported Hamilton's measures? What name 
was given to the political party formed by them ? 

15. What were the views of Jcffer.son and Madison? What name was 
given to the political party of which they were the leaders ? 

16. What was Washington's attitude toward the two factions or parties? 

17. In what way did both Hamilton and Jefferson contribute something 
of permanent value to our ideas about government? 



QUESTIONS ON THE TEXT 51 

CHAPTER XIX 

Our Difficctlt Foreign Relations 

1. In what year did the French Revolution begin? What were some 
of the causes? 

2. What attitude did other European countries take toward the French 
Revolution? 

3. Why did France expect the United States to aid her against Great 
Britain? 

4. What action did President Washington take in the matter? Why 
was his polic,y a wise one? 

5. Give an account of the conduct of Citizen Genet. What order was 
issued by the French government with regard to him ? 

G. What were our three chief grievances against Great Britain at this 
time? 

7. What was Great Britain's excuse or justification with regard to each? 

S. ^\^lat was agreed upon under the terms of Jay's Treaty? What 
important issues were not mentioned? How was the news of the treaty 
received in the United States? 

9. What matters were settled by the treaty of 1795 with Spain? 

10. (o) Tell the story of our growing commerce in the Pacific. (6) Give 
an account of Captain Gray's famous voyage in the Columbia. 

11. Name the new states admitted to the Union during Washington's 
administration. W^hat body has {)ower to admit new states to the Union? 
(Uniled States Constitution, Art. IV. Sec. III.) 

12. Name three rules of action especially advised by President Washing- 
ton in his Farewell Address. 

13. Who was the second President? To which party did he belong? 

14. Same as foregoing with reference to our second Vice President. 

15. What were some of the public services of John Adams? Some of 
his per-sonal characteristics? 

IG. Why was the French government displeased with the United States? 

17. Give an account of the XYZ Affair and its outcome. 

18. What was the purpo.se of the Alien Act? Of the Sedition Act? 
Why were these measures objectionable ? What political jiarty was respon- 
sible for them ? 

19. What theory was set forth in the Virginia and Kentucky Resolutions? 

20. How would the doctrine of nullification, if carried out, destroy the 
Union? 

21. Give an account of the presidential election of 1800, using the follow- 
ing topics: (a) What cau.ses led to the defeat of the Federalists ? (6) How 
was the contest finally decided ? 

22. To what office was John Marshall appointed? In what way did he 
influence our national historv? 



52 teacher's manual 

CHAPTER XX 

The Policies of Jefferson 

1. Where was the national capital at the time of Jefferson's inaugura- . 
tion ? _Wliat changes did he introduce with regard to the practices of former 
presidents ? > 

2. What were some of the principles' stated by Jefferson in his inaugural 
address? How were these carried out in practice? 

3. What was the most important event of Jefferson's administration? 
Sketch the history of Louisiana from 1763 to Jefferson's day. 

4. Point out the importance of New Orleans to the United States. 
What event influenced Jefferson to attempt its purchase ? 

5. Why did Napoleon decide to sell the whole of Louisiana to the United ^ 
States ? 

6. What did Jefferson think about the constitutional question involved ? 
Was his attitude consistent with his earlier views ? What was the attitude 
of the New England Federalists toward the purchase ? 

7. Name several important results of the Louisiana Purchase. 

8. Tell the story of Lewis and Clark's exploring expedition. Trace their 
journey on the map. Results of this exploration? 

9. Give an account of Pike's exploration. 

10. Tell the story of Aaron Burr's conspiracy. 

11. Locate the Barbary States on the map. Why was it possible for these 
countries to compel powerful nations to pay tribute to them? What 
action did the United States finally take in the matter? (Read about the 
exploits of the navy in the war with the Barbary Pirates.) 

12. How did the Napoleonic wars promote our foreign trade? 

13. What orders and decrees were issued by Great Britain and France 
with reference to neutral .ships? How did these affect American com- 
merce ? 

14. Give an account of the attack on the Chesapeake, and the outcome. 

15. Why did Jefferson advise Congress to pass the Embargo Act? How 
did it affect our commerce? 

16. What was Jefferson's attitude with reference to a third term ? What 
precedent now became well established ? 

17. Name our fourth President. What important public services had he 
rendered? To which political party did he belong? 

CHAPTER XXI 

The War of 1812 

1. What was the means by which Great Britain and France each hoped 
to defeat the other during the Napoleonic wars? How did their actions 
affect the United States? 



QUESTIONS ON THE TEXT 53 

2. Tell the story of the impressment of our sailors. How did Great 
Britain seek to justify her action? 

3. What actions on the part of Napoleon were unfriendly ? 

4. Name some of the leaders of the war party in Congress. Quote from 
their s{)eeches. 

5. Compare the military strength of the United States with that of 
Great Britain. 

6. How did the Indian attacks in the Northwest influence our attitude 
toward Great Britain? 

7. In what year was war finally declared on Great Britain? Who has 
authority to declare war under our Constitution? State the three princi- 
pal grounds for the declaration of war. 

8. What was the attitude of the Liberal or Whig party in England 
toward the United States ? 

9. Give an account of the attempted invasion of Canada in 1812. Why 
did the campaign end in complete failure? 

10. Tell the story of Perry's victory on Lake Erie. Why was it impor- 
tant? 

11. Describe the fighting along the Canadian frontier in 1813-1814. 

12. Tell the story of some of the famous sea duels of this war. 

13. How was the news of our naval victories received in Great Britain? 

14. How did American privateers harass British commerce? 

15. What triple attack was planned by Great Britain in 1814? Why 
was she now able to send larger forces against the United States ? 

16. What was the outcome of the attempted invasion of the United States 
along Burgoyne's old route? 

17. Give an account of the attacks on Washington and Baltimore. 

18. Tell the story of the battle of New Orleans. 

19. What were the terms of the Treaty of Ghent? 

20. Sketch the chief results of the war, using the following topics : 
(a) Commercial freedom, (b) National feeling, (c) Domestic problems. 
(d) American manufactures, (e) Federalist party. 

21. What later events served to vindicate our position concerning 
neutral rights? 

22. Give an account of the Rush-Bagot Agreement of 1817. 

CHAPTER XXII 

New Tools and New Methods of Production 

1. What three great revolutions occurred in the eighteenth century? 
What is meant by the industrial revolution? 

2. Describe the household methods of spinning and weaving. 

3. Give an account of the invention of the spinning jennj' and of the 
power loom. 



54 teacher's manual 

4. Tell the story of James Watt and the steam engine. 

5. Describe the rise of the factory system in England. 

6. Describe the beginnings of the factory sy.stem in the United States. 
Relate the story of Samuel Slater and his work. 

7. Give an account of the invention of the cotton gin. Why was this 
invention so important? 

8. How did the War of 1812 aid our manufacture-?. Give an account 
of the introduction of the power loom into the United States. Where was 
the first complete factory located? 

9. Describe the spread of the factory system, and the development of 
Pennsylvania's iron industry. 



CHAPTER XXIII 

Pushing the Frontier Westw.\rd 

1. Sketch the westward movement from colonial days down to the War 
of 1812. 

2. How did the War of 1812 aid the growth of the West? Give an ac- 
count of the immigration from Europe. On what terms were the public 
lands sold? 

3. Turn to the illustration on page 295, imagine j'ourself a driver of one 
of these wagons, and tell the story of your journe}' along the national road. 
(Read early chapters of A Man for the Ages by Irving Bacheller.) 

4. Give an account of the growth of the Southwest. 

o. Give an account of the boyhood of Abraham Lincoln. Tell the story 
of his life in Illinois. How does his career typify the westward move- 
ment? 

6. Describe the life on a southern plantation. Contrast it with pioneer 
life in the Northwest. 

7. What plan of government was adopted for the territories? 

8. Describe the system of local government that developed in the terri- 
tories. 

9. How was education provided for? 

10. Trace the early emancipation movement following the Revolution. 
What practical difficulties hindered emancipation at the South? What 
invention caused the South to accept slavery as a permanent institution? 

1 1 . What important laws were passed bj^ Congress with regard to slavery ? 

12. Show how the growth of the West and Southwest tended to make 
slavery more and more a sectional question. 

13. When was your school district first settled? From where did the 
first settlers come? Why did they leave their former homes? 

14. Write a short history of your school district by looking up records and 
by asking questions of the old people who know the earlier traditions. 



QUESTIONS ON THE TEXT 55 

CHAPTER XXIV 
The Monroe Doctrine and the Missouri Compromise 

1. Why was Monroe's administration called the "Era of Good Feel- 
ing" ? What was remarkable about his reelection for a second term? 

2. What events led to the purchase of Florida? 

3. What was settled by the treaty of 1819 with Spain concerning : 
(a) Florida? (b) The Louisiana Territory? (c) The Oregon country? 

4. For what purpose was the Holy Alliance formed? 

5. Why was the United States vitally interested in the independence 
of the South American countries? 

6. What territory did Russia claim on the Pacific Coast. 

7. Wliat joint action did George Canning suggest be taken by Great 
Britain and the United States? 

8. What three points were asserted by President Monroe in his message 
to Congress, Dec. 2, 1823? 

9. How has the Monroe Doctrine aided the countries of Central and 
South America? The United States? 

10. Give two important occasions on which it was afterwards asserted 
(pp. 480, 486). 

11. What was the attitude of the North and of the South on the question 
of admitting Mi-ssouri? What economic causes led to this sectional differ- 
ence over the .slavery question? 

12. What were the terms of the Missouri Compromise? 

13. What were the views of Jefferson and John Quincy Adams? Did 
the North or the South gain by this Compromise? 

14. Give an account of Lafayette's visit to the United States. 

15. Describe the presidential campaign of 1824. How was it finally 
settled? How did the Jackson men view the result? 

CHAPTER XXV 

New Systems of Transportation 

1. How were the first roads made in colonial times? What improve- 
ments were gradually made? What were the "turnpikes"? 

2. Trace on the map the route of the National Road. How did it aid 
the growth of the West? 

3. Name the inventor of the steamboat. Describe the trial trip of the 
Clermont. 

4. How did this invention help the West? 

5. Give an account of the opening of the Erie Canal. 

6. How did this canal aid commerce? How did it help build up the 
West? The cities along its course? 



56 teacher's manual 

7. What recent improvements have been made to the Erie Canal? 
What great waterway route has recently been proposed? 

8. Name some of the canals constructed by other states. 

9. Tell the story of the beginnings of the Baltimore and Ohio Railroad. 

10. Account for the rapid development of railway, transportation. 

11. What was the attitude of President John Quincy Adams toward in- 
ternal improvements? What prevented the adoption of the President's 
plan? 

12. What led to the demand for a protective tariff? What section of 
the country opposed it? What name was given to the tariff act of 1828? 

13. What new political parties were now being formed? What name 
was given to each? 

14. What was the result of the presidential election of 1828? 

CHAPTER XXVI 
Jacksonian Democracy 

1. What were some of the characteristics of Andrew Jackson? What 
public services had he performed? 

2. Give an account of Jackson's inauguration. 

3. What is meant by the Spoils System? How did it come to be in- 
troduced into our national politics? 

4. Why was the South so strongly opposed to the tariff of 1828? 

5. What advice was given to his state by Vice President Calhoun? 

6. What was Hayne's argument in the Webster-Hayne debate? 

7. How did Webster prove that nullification was absurd? 

8. What was President Jackson's attitude as shown at the Jeflferson 
anniversary dinner? 

9. Give an account of South Carolina's attempt at nullification. 

10. What action did President Jackson take? 

11. How was the dispute finally compromised? 

12. Why did President Jackson veto the bill to recharter the United 
States Bank? 

13. What was Henry Clay's purpose in bringing up the proposal at this 
time? 

14. How did President Jackson view the re-;ult of the election of 1832? 
What action did he take with reference to the government deposits? 
TVTiat was the result? 

15. What causes brought on the panic of 1837? 

16. Why was the "wild cat" money so called? Describe the speculation 
in western lands. 

17. What were some of the results of the panic? 

18. How did the government keep its surplus money for many years? 

19. Give an account of the "Log-Cabin" Campaign of 1840. 



QUESTIONS OX THE TEXT 57 

CHAPTER XXVII 
How Democracy Changed American Life 

1. Point out that society had become more democratic in Jackson's 
time. Use the following topics : (a) Removal of restrictions on the right 
to vote, (b) Election of many officials, instead of appointment, (c) Con- 
vention method of nominating presidential candidates. 

2. What reform was accomplished through the work of Dorothea Dix? 

3. What other social reforms were l)rought about? 

4. Describe the work of Horace Mann, and the new developments in 
education. 

5. What gifts were made by the national government to aid the common 
schools? To aid the establishment of state universities? 

6. Name our three pioneer authors. In what field of literature is each 
famous ? 

7. Name several of our most noted poets belonging to this period. Tell 
something of the work of each. 

S. Who were some of our most gifted writers of prose during this 
period? 

9. Who are some of the most famous American orators and historians? 

10. What influence was exerted by the churches with regard to intemper- 
ance ? Slavery ? The mis.sionary movement ? 

11. Give an account of the beginning of the abolition movement. Who 
were some of its prominent leaders? 

12. What were some of the results of the abolition movement? 

13. Why did Congress adopt the famous "gag rule"? Outcome? 

14. What new antislavery party was formed about 1840? 

CHAPTER XXVIII 
Our Great Westward Expansion 

1. In case of the President's death, who succeeds him? Why did 
Tyler quarrel with the Whig leaders? 

2. How was the dispute over our northeastern boundary line finally 
settled ? 

3. Give an account of the revolution by which Texas won her inde- 
pendence. 

4. Why was the annexation of Texas to the United States so strongly 
opposed ? 

5. How did President Tyler stand on the annexation of Texas? 

6. Who were the presidential candidates in 1844? What was the 
Democratic platform ? What was Clay's position on the annexation ques- 
tion? 



58 teacher's manual 

7. How was the annexation of Texas 'finally brought about? AMiat 
was the immediate result? 

8. Locate the Oregon territory on the map. On what grounds did we 
base our claim to Oregon ? 

9. What was the basis of Great Britain's claim to this territory? 

10. How was the dispute over Oregon finallj- compromised? Point out 
on the map the territory secured by each country. 

11. Give an account of the settlement of Oregon. 

12. How did the settlers organize their government? 

13. Write as much as you can of the history of some farm land belonging 
to your famil^^ Who owned it one hundred years ago? Are am- of the 
original buildings standing? Are the boundaries the same? 

CHAPTER XXIX 
Our War with Mexico 

1. What were the causes of our war with Mexico? 

2. What events led to the outbreak of war? 

3. Give a brief account of the campaign against northern Mexico. 

4. How were New Mexico and California won for the United States? 

5. Give a brief account of the campaign against the Citj- of Mexico. 

6. What were the terms of the peace treaty ? 

7. What were some of the principal results of the war? In order to 
settle a boundary- dispute what land was purchased in 1853? (Map, p. 
370.) 

8. Give an account of the development of our trade in the Pacific. 

9. What agreement did we make with Great Britain concerning a canaT 
in Central America? 

CHAPTER XXX 

Shall the New Territory Be Slave or Free? 

1 . What was the Wilmot Proviso ? Did Congress pass this declaration ? 

2. What position did the Southern leaders take with regard to slavery 
in the territories? ^ 

3. How did the slavery dispute affect the churches? 

4. What proportion of the Southerners owned slaves? How did slav- 
ery in the border states differ from slavery in the cotton states? 

5. What was the attitude of the Democratic party on the slavery issue 
in the election of 1848? Who was the Whig candidate? What did the 
Free Soil party declare concerning slavery ? 

6. Give an account of the discovery of gold in California. 

7. How did the "Forty-Niners" reach California? 

8. What steps did the settlers in California take to establish law and 
order? 



QUESTIONS ON THE TEXT 59 

9. What issue wa •• raised by California'.s request to be admitted to tJ'.e 
Union ? 

10. What was Clay's motive in proposing the Compromise of 1850? 

11. What were the terms of this compromise? Write in one column on 
tlie board the provisions in favor of the North. In a parallel column, those 
intended to satisfy the South. 

12. What was the attitude of Calhoun on the compromise? 

lo. What was Webster's position? What did the abolitionists think 
about his speech? 

14. What action was finally taken on the Compromise of 1S50? 

15. Why was the North bitterly oppo.sed to the Fugitive Slave Law? 
How was it opposed? 

16. Give an account of the "Underground Railroad." 

17. Who wrote Uncle Tom's Cabin ? How ditl it affect the slavery que.s- 
tion? 

CHAPTER XXXI 

The Struggle for Kansas 

1. Give an account of the presidential campaign of 1852. 
. 2. Locate on the map the territory affected by the Kansas-Nebraska 
Bill. 

3. What was the argument of Senator Douglas in favor of this measure? 

4. What was the attitude of the North on his proposal ? Of the South ? 

5. Give an account of the struggle for Kansas. What was the final 
outcome? 

6. What were some of the important results of the slavery contest in 
Kansas ? 

7. Give an account of the formation of the Republican Party. Who was 
its fkst presidential candidate? 

CHAPTER XXXII 
The Crisi.s of Secession 

1. WTiat was decided in the Dred Scot case? 

2. What did the court .say about slavery in the territories? What did 
Lincoln say about the decision? 

3. Give an account of the Lincoln-Dougla> debates. What did Lincoln 
say with regard to slavery? What answer did Douglas make to Lincoln's 
famous question? How did the campaign result? 

4. Give an account of John Brown's raid. What was its effect? 

5. What vote is required in the Democratic national convention to 
name a candidate? How did the party divide in 1860? 

6. Give an account of the nomination of Lincoln by the Republicans. 

7. How did the election of 1S60 result? How did the South vote? 



60 TEACHER S MANUAL 

8. What were the reasons given by South CaroHna for her ordinance of 
secession ? 

9. What other states promptly followed the example of South Carolina? 

10. How did the Confederate states organize their government? 

1 1 . What was the attitude of President Buchanan on secession ? 

12. What efforts were made to compromise the matter? Why did they 
fail? 

CHAPTER XXXIII 

Social and Industrial Growth 

1. Contrast the area and population of the United States in 1789 and 
in 1860. , 

2. Give a brief summary of the westward movement from 1790 down to 
the Civil War. How did Congress encourage the development of the West? 

3. Name some of the new agricultural machines which promoted the 
growth of the W>st. Write a short paper telling all you can find out about 
the history of farm machinery in your district. How was grain cut 75 and 
25 years ago? 

4. What were the principal occupations of the West in 1860? Of the 
South? ,0f New England? 

5. What change occurred in cotton production between 1800 and 1S60? 
Why was slave labor so inefficient and wasteful ? 

6. What was the effect of slave labor on the poor whites of the South ? 

7. Why did slave labor prevent immigrants from locating in the South? 

8. What improvements were made in transportation and communica- 
tion between 1790 and 1S60? 

9. Give an account of the growth of the factory system. What were 
some of the chief results? ^ 

10. What led to the rapid development of our iron industry? How did 
the development of our mines promote manufacturing? 

11. Name some of the most important inventions during the first half 
of the nineteenth century. 

12. What type of vessel gave us for a time first place in the ocean carry- 
ing trade? What later change in the ship-building industry placed the 
United States at a disadvantage? 

13. What argument was made by the author of The Impending Crisis 
in the South ? 

CHAPTER XXXIV 

The Appeal to Arms 

1. What argument did the South advance to justify secession? What 
was the attitude of the North on this issue? 



QUESTIONS ON THE TEXT 61 

2. What was Lincoln's position with regard to the proposals for com- 
promise ? 

3. Describe Lincoln's preparations for his inauguration. What part 
was taken by Douglas? 

4. What ditl Lincoln declare in his inaugural address with regard to : 
(o) slavery; (b) secession? 

5. Name the secretaries of State, Treasurj', and War in Lincoln's war 
cabinet. 

6. How man J- members composed his cabinet? (See illustration on 
p. 418.) How manj^ members in the President's cabinet to-day? 

7. Give an accoimt of the attack on Fort Sumter. 

8. What wi>s the effect on the North? What action did President 
Lincoln take? 

9. What additional states now joined the Confederacy? Where was its 
new capital located? 

10. What three border states were saved for the Union? Whj' did 
Robert E. Lee decide to support the Confederacy? 

11. How did the North and the South compare in population? In 
agriculture and in manufactures? 

12. What two stages formed the theater of the war? What was the 
objective of the Union armies in the East? In the West? (Study map, p. 
422.) 

13. Point out on the map where the first important battle of the war 
took place. Results? 

14. Describe the blockade of the Southern ports. How did this help 
win the war? 

15. What did the South ask Great Britain and France to do? What 
action did these countries actually take? 

16. Give an account of the Trent affair. \Miat principle was involved? 

CHAPTER XXXV 
The AVar in the West 

1. What action was taken by the western counties of Virginia? 

2. How was Missouri saved for the Union? 

3. What was the attitude of Kentucky? How do you account for the 
strong Union sentiment in the.se states? 

4. Give an account of the capture of Forts Henry and Donel.son. 

5. What was the result of the battle of Shiloh? 

6. Turn to the map following p. 422, and on p. 432, and show how the 
fighting in 1862 forced back the Confederate line of defense. 

7. Give a l)rief account of the capture of New Orleans ; of Vicksburg. 

8. How did the control of the Mississippi aid the cau.se of the Union? 

9. Give a brief account of the battle of Chickamauga. 



62 teacher':3 manual 

10. What was the result of the battles around Chattanooga (Lookout 
Mountain and Missionary Ridge) ? 

11. Give an account of Sherman's campaign against Atlanta. 

12. Describe Sherman's march to the .sea. 

13. Turn to the map following page 422, and give a summary of the re- 
sults of the campaigns in the West. 

CHAPTER XXXVI 

The War in the East 

1. Give an account of McClellan's Peninsidar Campaign. (Map, 
p. 443.) 

2. What did Stonewall Jackson accomplish in the Shenandoah Valley ? 

3. Locate Antietam. What was the result of this battle? 

4. What was the outcome of the battle of Fredericksburg? Of Chan- 
cellorsville ? (Trace the routes of each army on p. 443.) 

5. What were Lee's reasons for invading the North ? 

6. Give an account of the battle of Gettysburg. 

7. What did Lincoln say of the outcome? 

8. Should General Meade have made a final attempt to crush Lee's 
army ? 

9. Give an account of the fight between the Monitor and the Merrimac. 
"This contest revolutionized sea fighting." — Why? 

10. Why was Grant finally made commander in chief of the Union 
armies ? 

11. Describe the Wilderness Campaign; Sheridan's campaign in the 
Shenandoah Valley. 

12. Give an account of the final siege and capture of Richmond. 

13. What traits of character stamp Lincoln as one of the greatest men 
in history? 

CHAPTER XXXVII 

Civil Affairs Duri.ng the War 

1. What attitude did President Lincoln and Congress take on the slavery 
question at the outbreak of the war? What causes finally led the President 
to-decide upon emancipation? 

2. What laws concerning .slavery were passed by Congress in the first 
year of the war ? 

3. What did Lincoln declare in his Emancipation Proclamation? 

4. What were the immediate results of Emancipation? The later re- 
sults? 

5. Why was compulsory military service found necessary? What was 
bounty jumping? 



QUESTIONS ON THE TEXT 63 

6. Discuss the means provided for financing the war, using the follow- 
ing topics : (a) Taxation; (b) Paper money; (c) Bonds. Compare with 
the methods used during the recent World War. 

7. Why was the national banking system established? 

8. Give an account of the opposition to the war at the North. What 
did Lincoln say about the criticism? 

9. Who was Lincoln's opponent in the presidential election of 1864? 
What was the result of the election? 

10. Give an estimate of the losses in the war, both of lives and property. 

11. Name several important results of the war. 

12. How many veterans of the Civil War are living in your school dis- 
trict? How many went from it to fight in the Civil War? For what prin- 
ciples were they fighting ? 

CHAPTER XXXVIII 

Restoring the Broken Union 

1. What was the President's attitude toward the defeated South? 
Why was his death a serious blow to the South as well as to the North ? 

2. What was President Johnson's plan for restoring the seceding states? 

3. Why did Congress refuse to approve of Johnson's plan? 

4. What harsh laws were pa.ssed by several southern states concerning 
the negroes? On what ground did the Southern whites defend these meas- 
ures? 

5. What was the purpo.'^e of the Freedmen's Bureau? Of the Civil 
Rights Act? 

6. What did the Fourteenth Amendment aim to accompli.sh? 

7. What did Congress require the seceding states to do before they could 
be restored to the L^nion ? 

8. What feature of this plan was most resented bj' the southern 
whites ? 

9. Give an account of the impeachment of President John.son. 

10. What was the experience of South Carolina under "carpet-bag" 
government? Note that northern and southern adventurers took ad- 
vantage of the disorganized state of the South. 

11. What was the Ku Klux Klan? 

12. What was the purpose of the Fifteenth Amendment? 

13. Who succeeded Johnson as President? 

14. Give an account of the career of "Bo.ss Tweed." 

15. Describe the presidential election of 1872. 

16. How did the presidential election of 1876 result? 

17. What decision was made by the Electoral Commission? 

18. What was the policy of President Hayes toward the South? 



64 teacher's manual 

CHAPTER XXXIX 

Thirty Years of Foreign Affairs, 186&-1895 

1. Give an account of French intervention in Mexico, and the outcome. 

2. Explain in what way this action was in violation of the Monroe Doc- 
trine. 

3. Give an account of the purchase of Alaska. 

4. What other annexations of territory were suggested at this time? 

5. What were the Alabama Claims? What principle of neutrality did 
we claim had been violated by Great Britain ? 

6. What were the terms of the Geneva Award? What tribunal made 
the decision? 

7. What principle was accepted by European nations in the naturaliza- 
tion treaties with the United States (1868-1872)? 

8. What events showed that our relations with the Latin-American 
countries were becoming more friendly? 

9. What led to our disputes with Chile and Italy? How was each 
settled ? 

10. Give an account of the dispute over the Samoan Islands. 

11. How was the Behring Sea dispute settled? 

12. Give an account of the attempted annexation of Hawaii. 

13. What was the occasion of the Venezuelan boundary dispute? In 
what way was the Monroe Doctrine involved? How was the matter set- 
tled? 

14. By following the treaties from Washington's time, write a short 
paper showing that the United States has always had a place in international 
affairs. What advantages have come to the United States through inter- 
national arbitration? 

CHAPTER XL 

The New West and the New South 

1. What conditions delayed the development of the Far West? 

2. Give an account of the building of the first continental railroad. 

3. What was the second railroad to the Pacific? How did it build up 
the Northwest? 

4. liow did the Homestead Act of 1862 aid the growth of the West? 

5. What new labor saving machines were being used on eastern farms ? 
Results? 

6. 'V^^lere were gold and silver mines discovered? 

7. What was the outcome of the Indian wars between the years 1865- 
1880? 

8. (a) What policy was adopted by our government in dealing with the 
Indians? (6) What is our policy at the present time? 



QUESTIONS ON THE TEXT 65 

9. What was the first continental railway in the Southwest? How did 
it aid the development of this section? 

10. How had the frontier influenced our history? 

11. What difficult conditions confronted the South at the close of the 
Civil War? 

12. What were some of the changes in Southern agriculture? 

13. Give an account of the development of manufacture at the South. 
Would slave lat)or have made possible in the South the era of manufactur- 
ing? 

14. How did the railroads aid the South? 

15. What progress has been made by the South in education? Find 
out something of the work done by graduates of Tuskegee and Hampton 
Institutes to raise the educational standard of the negroes. 

CHAPTER XLI 

The Age of Big Busines.s 

1. What are some of the advantages of the corporation as a means of 
carrying on large industries ? 

2. Why did the corporations often unite to form a single combination or 
trust? (Illustrate by giving the story of The Standard Oil Company, 
or the United States Steel Corporation.) 

3. Why is the public vitally interested in these large combinations of 
capital ? 

4. How has Congress dealt with the problem? 

5. What was the result of railway combinations? 

6. What was the object of the Interstate Commerce Act of 1S87? 

7. How did the large combinations of capital affect labor? 

8. Name some of the jM'incipnl lalior organizations. 

( 9. What important measures have been passed to improve working 
conditions in factories? 

10. What organizations of employers have been formed? 

11. What was proved by the great railway strike of 1877? 

12. Describe the industrial unrest during the period from 187G to 1890. 

13. Give an account of the railway strike of 1894. On what ground did 
the federal government intervene? 

14. What agencies were established for the arbitration of industrial dis- 
putes ? 

CHAPTER XLII 

Political .\nd Economic Reforms 

1. What was the outcome of the presidential election of 1880? 

2. What led to the passing of the Civil Service Act of 1883? How has 
the merit .system improved the public service? D6es "the spoils system," 
inaugurated under Jackson, still affect any branches of the government? 



66 teacher's manual 

3. What has been the pohcy of the United States toward immigrants?' 
"What classes have been excluded, and why? 

4. From what countries of Europe did most of our immigrants come 
prior to 1880 ? Since that date, what countries have sent most of our immi- 
grants? Find out where the grandfathers of all the children in your 
schoolroom were born. The grandmothers. How many different coun- 
tries are represented- by the birthplaces of these grandparents? 

5. What led to the demand for tariff reform? What has been the atti- 
tude of each of the principal political parties on the tariff question ? Why 
is it unfortunate to make this a political issue ? 

6. What was the object of the Presidential Succession Act? 

7. Give an account of the panic of 1873. 

8. What is meant by the "resumption of specie payments"? 

9. What led to the demand for free silver coinage? 

10. Give an account of the free silver campaign of 1896. 

11. (a) What were the provisions of the Gold Standard Act of 1900? 
(b) Of the Federal Reserve Act of 1913? 



CHAPTER XLIII 

The War with Sp.\in 

1. What new policy toward her colonies was adopted by Great Britain 
following the American Revolution ? 

2. What was Spain's policy in dealing with her colonies? What was 
the result? 

3. Give an account of the revolt in Cuba. 

4. Why was the United States interested in Cuban affairs? 

5. Give an account of the destruction of the Maine. 
G. What was our ultimatum to Spain ? Result? 

7. Give an account of Dewey's victory at Manila Bay. 

8. What was the attitude of the German warships at Manila Bay? 
Of the British Admiral ? 

9. Give an account : (a) of our campaign in Cuba ; (6) of the destruc- 
tion of Cervera's fleet. 

10. What were the terms of the treaty of Paris? 

11. Name several important results of the war. 

12. Was the United States prepared for war in 1898? In 1917? Rea.sons 
for this condition ? 

13. What help did we give to Cuba in the period following the war? 

14. What has the United States done for the Philippine Islands? 

15. What other islands came into our possession as a result of the war? 

16. How did the Spanish-American War change the position of the 
United States? 



QUESTIONS ON THE TEXT 67 

17. Are there any Spanish-American War veterans Uving in your school 
district ? 

18. Give an account of the Chinese Boxer Rebellion. What part was 
taken by the United States? '^ 



CHAPTER XLIV 

Our Own Times and its Problems 

1. Give an account of President McKinley's reelection, and of his 
death. 

2. How did the war emphasize the need of an interoceanic canal ? 

3. WTiat obstacles had to be overcome before the United States could 
undertake the work? 

4. What other country had attempted to build a canal at Panama? 

5. How did the United States finally secure a right of way across the 
isthmus ? 

6. Under whose direction was the work of construction carried on? 

7. How docs a lock canal differ from a sea level canal ? 

8. What are -some of the advantages of the Panama Canal to the United 
States? 

9. What other important public works have been carried on by the 
federal government? 

10. What action was taken by President Roosevelt in order to con.serve 
our forests? 

11. Describe the irrigation work carried on by the national government. 

12. Give an account of the discovery of gold in Alaska. 

13. How was the great coal strike of 1902 finally settled? 

14. What tribunal was established for international arbitration? 

15. What were some of the important issues which the United States 
submitted for arbitration? 

16. How did the United States secure a settlement of European claims 
against Venezuela? 

17. What action was taken by President Roosevelt as mediator between 
Russia and Japan? 

18. What events led to friction between the United States and Japan? 

19. What is meant by the Australian ballot? Why was it adopted? 

20. What is the direct primary method of nominating candidates? 
Advantages and disadvantages? 

21. Describe the referendum ; the initiative. 

22. How was the ballot finally secured by all women in the United 
States on the same terms as for men? 

23. How many amendments have now been made to the federal Constitu- 
tion? Wliat has been accomplished by the last three adopted? 



68 teacher's manual 

24. What led to the "insurgent" movement in the ranks of the Republi- 
can party? What was the outcome? 

25. Give an account of the troubles in Mexico. 

26. What was the outcome of the presidential election of 1916? 

27. Locate the Virgin Islands on the inside front cover map. When 
were they purchased ? From what country ? 

CHAPTER XLV 

The Progress of a Half Century, 1865-1915 

1. What are some of the reasons for the great development in agriculture 
since the Civil War? 

2. What work is done by the Department of Agriculture to aid the 
farmers ? * 

3. Name our great staple crops. 

4. What advantages have led to our wonderful development in manu- 
factures since the Civil War? What inventions of the last hundred years 
are now in use in your school district? 

5. What are some of the new uses for steel ? 

6. Give examples of progress in other lines of industry. 

7. What sections of the country may be called our great industrial 
sections ? 

8. Give examples of the "localization of industries" in certain cities. 

9. Give an account of the developments in electricity. 

10. Name several of the great inventions in the period since the Civil 
War. How have these changed the life of the people? 

11. Give an account of the World's Columbian Exposition at Chicago; 
of the Pan-American Exposition at Buffalo. 

12. Compare the volume of our foreign trade to-day with that of 1860. 

13. Plan a pageant of the historic events of your neighborhood to be 
given outdoors in the spring term of school. Plan a fair where each one 
brings an invention which has been replaced to-day by something better 
for the same purpose. 

14. What are some of the reasons for the remarkable growth of American 
cities ? 

15. Why is the problem of city government such a difficult one? 

16. (o) Describe the commission plan of city government. 

(b) What is the city-manager plan? 

(c) Has either plan been adopted for yours or a neighboring city? 

17. What are some of the advantages of consolidation for rural schools? 

18. How are city .schools organized? 

19. Prepare a three-minute speech setting forth the advantages offered 
in a modern high .school. 



QUESTIONS ON THE TEXT 69 

20. What is the object of compulsory education laws? What is the law 
of your state on this subject? 

21. Where is your state university located? What courses are offered 
to .'students? 

22. What are some of the great names in American literature in the period 
since the Civil War? 

CHAPTER XLVI 

Democracy on Trial in the World War 

1. Give an account of the establi,shment of the German Empire. What 
methods did Bismarck rely upon to accompUsh results? Find out all you 
can of the unfortunate end of the Franco-Prussian War, 1870. 

2. What was the attitude of the German nation toward war? Who 
was responsible for this attitude ? 

3. What was the plan of the German military partj^ for a world empire? 

4. What spoils did Germany expect to win as the result of a successful 
war? Trace the contemplated annexations on the map of Europe, and 
explain why these would have enabled Germany to dominate Euroi)e. 

5. Give an account of Germany's military preparations prior to 1914. 
What countries were her allies ? 

6. Why was the position of the United States as a neutral so difficult? 
Compare with the position of our country during the Napoleonic wars. 

7. Why was the sinking of the Lnsitania an outrage against civilization ? 
S. What German intrigues were carried on in the United States? 

What German officials were involved ? 

9. How many American ships were sunk by German submarines before 
our declaration of war? How many American citizens lost their lives? 

10. Why did President Wilson finally advi.se Congress to declare war? 

1 1 . When did Congress declare that a state of war existed with Germany ? 
What reasons made this decision inevitable? 

12. How was a great national army raised? 

13. What steps were taken to enlarge our navy? What important part 
did our navy take in the war? 

14. Why was it necessarj^ to organize American industry for war? 

15. Give an account of our military preparations, using the following 
topics : (a) Production of rifles, artillery, and gas. (6) Air-craft produc- 
tion, (c) Shipl)uilding. 

16. (o) Who were some of the "captains of industrj'" who helped or- 
ganize American production ? 

(6) What was done by the laboring men to help win the war? 

17. Name the steps taken to regulate : (a) Food. (6) Fuel, (c) Trans- 
portation. 

18. How was the money rai.sed with which to carry on the war? 

19. Give an account of the disloyal opposition to the war. 



"0 teacher's manual 

20. Describe the work of the American Red Cross Society. Why was 
this rehef so necessary for the people of Belgium and Northern France? 
What good work was done by the Y.M.C.A., the Y.W.C.A., the Salvation 
Army, the Knights of Columbus, and other allied non-military organiza- 
tions at home and overseas ? 

21. When did our first division arrive in France? What general was 
placed in command of the American armies? 

CHAPTER XLVII 

The Turning of the Tide 

1. What did the German militarj' leaders think about our entry into 
the war? 

2. What territory was held by German armies at this time? How did 
Russia's surrender affect the situation? 

3. What terms did Germany impose upon Russia as a condition of 
peace ? 

4. What objects did Ludendorff hope to achieve by his great "drives" 
on the Western front in 1918? What was the outcome? Study the map, 
p. 598. Was the division from j'our state at the front at this time? 

5. WTiat were some of the engagements in which American troops first 
took part? 

6. Give an account of the capture of St. Mihiel ; of the campaign in 
the Argonne Forest. Follow the map opposite p. 606, and see where the 
division from your state fought. Learn the names of the French towns they 
took from the Germans in their respective sectors. 

7. What did the British commanders saj' of the American troops that 
fought under their direction ? 

8. How did the surrender of Bulgaria and Turkey affect the military 
situation ? 

9. What led to the collapse of Austria? Results? 

10. Wh3^ was Germany finally compelled to sue for peace? ' 

11. What were the terms of the armistice? 

12. How many men from your school district went to the war with Ger- 
many ? In what branch of the service ? Has your city or town a memorial 
to those men who died in the service ? Do you know the names of those 
from your neighborhood? 

CHAPTER XLVIII 
Democracy's Victory and its Meaning 

1. (a) Where did the Peace Conference meet? 
(6) What statesmen took the most i^rominent part in its decision? 
(c) What great objects did the Peace Congress aim to accomplish ? 



QUESTIONS ON THE TEXT 71 

2. Whj- was a League of Nations decided upon ? What were some of 
the rights and duties of members? 

3. What provisions of the peace treaty were intended to destroy mili- 
tarism in Germany, and prevent new aggressions on her part? 

4. What reparation was Germany required to make? 

5. What territory did Germany lose in Europe? What became of her 
colonies? (Note map, p. 630, and the inside back cover map.) 

6. How were the terms of the treaty received in Germany? 

7. Give an account of the signing of the treaty. 

8. What terms of peace were granted to Austria? 

9. Give an account of recent events in Russia. 

10. Trace the changes on the map of Europe resulting from the war. 

11. Explain how the war has brought the United States into closer rela- 
tions with the democracies of Europe. 

12. How did the war affect our relations with the countries of Latin- 
America? 

13. What are some of our great national problems as a result of the war?' 

14. What has been the effect of the war on our foreign trade? 



PART IV 
WHO'S WHO IN AMERICAN HISTORY 



Adams, John 
Adams, John Quincy 
Adams, Samuel 
Agassiz, Louis 
Aguinaldo 
Allen, Ethan 
Andros, Sir Edmund 
Arkwright, Sir Richard 
Arnold, Benedict 
Arthur, Chester A. 
Audubon, John James 

Balboa 

Bancroft, George 
Beecher, Henry Ward 
Bell, Alexander 
Berkeley, Sir William 
Blaine, Jas. G. 
Boone, Daniel 
Braddock, Edward 
Brown, John 
Bryan, William Jennings 
Bryant, William CuUen 
Buchanan, James 
Burgoyne, John 
Burke, Edmund 
Burnside, Ambrose E. 
Burr, Aaron 

Cabot, John 
Calhoun, John C. 
Calvert, Cecil 
Cartwright, Dr. Edward 
Champlain, Samuel de 
Chase, Salmon P. 



Clark, George Rogers 

Clay, Henry 

Clemens, Samuel L. (Mark Twain) 

Cleveland, Grover 

Chnton, De Witt 

Clinton, Sir Henry 

Columbus, Christopher 

Coolidge, Calvin 

Cooper, James Fenimore 

Cornwallis, Lord Charles 

Cortez, Hernando de 

Cromwell, Oliver 

Custer, George A. 

Davis, Jefferson 
De Kalb, Baron Johann 
De Lesseps, Ferdinand 
De Soto, Hernando 
Dewey, George 
Diaz, Bartholomew 
Dix, Dorothea 
Douglas, Stephen A. 
Drake, Sir Francis 

Edison, Thomas A. 
Emerson, Ralph Waldo 
Ericsson, John 

Farragut, David B. 
Fillmore, Millard 
Fiskc, John 
Foch, Ferdinand 
Fox, Charles James 
Franklin, Benjamin 
Fr6mont, John C. 
Fulton, Robert 



72 



who's who in ameJrican history 



73 



Gage, Thomas 
Gallatin, Albert 
Gama, Vasco da 
Garfield, James A. 
Gates, Horatio 
Genet, Edmond Charles 
George III 
Goethals, George W. 
Gompers, Samuel 
Grant, Ulysses S. 
Grasse, Count de 
Gray, Robert 
Greeley, Horace 
Greene, Nathanaei 
Grenville, George 

Haig, Sir Douglas 
Hale, Edward Everett 
Halleck, Henry W. 
Hamilton, Alexander 
Hancock, John , 
Hancock, Winfield S. 
Harding, Warren G. 
Harris, Joel Chandler 
Harrison, Benjamin 
Harrison, William Henry 
Harte, Bret 
Hawthorne, Nathaniel 
Hay, John 

Hayes, Rutherford B. 
Hayne, Robert Y. 
Henry, Patrick 
Holmes, Oliver Wendell 
Hooker, Joseph 
Howe, Elias 
Howells, William Dean 
Hudson, Henry 
Hull, Isaac 
Hutchinson, Mrs. Anne 

Irving, Washington 
Isabella, Queen 

Jackson, Andrew 

Jackson, Thomas J. (Stonewall) 



James I 
Jay, John 

Jefferson, Thomas ^ 
JofTre, Joseph Jacques 
Johnson, Andrew 
Johnston, Albert Sidney 
Johnston, Joseph E. 
Joliet, Louis 
Jones, John Paul 

Key, Francis Scott 

Lafa3'^ette, Marquis de 
La Salle, Robert 
Lee, Charles 
Lee, Robert E. 
Lincoln, Abraham 
Livingston, Robert R. 
Longfellow, Henry W. 
Longstreet, James 

McClellan, George B. 
McCormick, Cyrus H. 
McKinley, William 
McMaster, John Bach 
Macdonough, Thomas 
Madison, James 
Magellan, Ferdinand 
Mann, Horace 
Marconi 
Marion, Francis 
Marquette, Father Jacques 
Marshall, John 
Meatle, George Gordon 
Miles, Nelson A. 
Mitchell, Donald Grant 
Monroe, James 
Montcalm, Marquis de 
Montgomery, Richard 
Morris, Robert 
Morse, Samuel F. B. 
Motley, John Lothrop 

Napoleon I 
Napoleon III 



74 



TEACHER S MANUAL 



Nast, Thoma'; 
North, Lord Frederick 

Oglethorpe, James 
Otis, James 

Page, Thomas Nelson 
Paine, Thomas 
Parkman, Francis 
Penn, William 
Perry, Oliver H. 
Pershing, John J. 
Phelps, Elizabeth Stuart 
Phillips, Wendell 
Pickett, Geo. E. 
Pierce, Franklin 
Pike, Zebulon 
Pitt, William 
Pizarro, Francisco 
Poe, Edgar Allan 
Polk, James K. 
Polo, Marco 
Ponce de Leon 
Prescott, William H. 
Prince Henry 

Raleigh, Sir Walter 
Revere, Paul 
Rhodes, James Ford 
Riley, James Whitcomb 
Rochambeau, Count 
Roosevelt, Theodore 
Rosecrans, William S. 

St. Clair, Arthur 
Samp.-^on, William T. 
Schley, Winfield Scott 
Schuyler, Philip 
Schwab, Chas. M. 
Scott, Winfield 



Sevier, John 
Seward, William H. 
Sheiidan, Philip H. 
Sherman, John 
Sherman, Roger 
Sherman, William T. 
Sims, William S. 
Smith, Capt. John 
Standish, Miles 
Stanton, Edwin M. 
Stark, John 

Stephens, Alexander H. 
Stephenson, George 
Steuben, Baron 
Stowe, Harriet Beecher 

Taylor, Zachary 
Thomas, Geo. H. 
Thoreau, Henry D. 
Tilden, Samuel J. 
Tyler, John 

Van Buren, Martin 
Vancouver, Geo. 
Vespucius 

Warner, Charles Dudley 
Washington, Booker T. 
Washington, George 
Watt, James 
Wayne, Anthony 
Webster, Daniel 
Whitman, Walt 
Whitney, Eli 
Whittier, John Greenleaf 
Wilkins, Mary E. 
Williams, Roger 
Wilson, Woodrow 
Winthrop 
Wolfe, Gen. James 



PART V ■ 
REFERENCE BOOKS FOR PUPILS 

Seventh Grade 

Archer, A. B., Stories of Exploration and Discovery. 
Bald^vin, J., Conquest of the Old Northwest. 

* Bruce, H. A., Romance of American Expansion. 

, Daniel Boone and the Wilderness Road. 

Drake, S. A., The Making of the Great West. 

, The Making of Virginia and the Middle Colonies. 

, The Making of New England. 

Earle, Alice M., Ho^ne Life in Colonial Days. 
Eastman, Charles, Indian Boyhood. 
Grifhs, W. E., The Romance of Conquest. 

* Guitteau, W. B., Preparing for Citizenship. 

* Halsey, Frank W., Editor, Great Epochs in American History. 

* Hart, A. B., Editor, American Patriots and Statesynen, 5 vols. 
* , Source Readers in American Histonj, 4 vols. 

(Colonial Children; Camps and Firesides of the Revolution; How 
Our Grandfathers Lived ; Romance of the Ci\dl War.) 

* , Source Book of American History. 

Johnson, W. H., The WorUFs Discoveries. 

, Pioneer Spaniards in North America. 

, French Pathfinders in North America. 

* Long, A. W., American Patriotic Prose. 

* Xioolay, Helen, Our Nation in the'Building. 
Parkman, Francis, The Struggle for a Continent. 
Sparks, E. E., Expansion of the American People. 
, Men Who Made the Nation. 

Starr, F., American Indians:. 
Thwaites, R. G., The Colonies. 

* Wright, H. C, Stories of Arnerican Progress. 

75 



76 teacher's manual 

Eighth Grade 

The books marked with an asterisk in the seventh grade list, also 
the following : 

Benezet, L. P., The Story of the Map of Europe. 

Channing, E., and Lansing, M. F., The Story of the Great Lakes. 

Da\as, William S., and others, The Roots of the War. 

Elson, H. W., Side Lights on American History. 

Gordy, W. F., Abraham Lincoln. 

Hart, A. B., Formation of the Union. 

Hitchcock, Ripley, Decisive Battles of America. 

lies, George, Leading American Inventors. 

Jolmston, R. ]\I., Leading American Soldiers. 

Kummer, George, The Battle of the Nations. 

Mo wry, W. A., American Inventions and Inventors. 

Paine, Ralph D., The Fighting Fleets. 

Palmer, Frederick, America in France. 

Paxson, F. L., The Last American Frontier. 

Thompson and Bigwood, Lest We Forget, Winning a Cavse. 

Wilson, J. G., The Presidents of the United States, 4 vols. 

Wilson, Woodrow, Division and Reunion. 

W^right, C. D., Industrial Evolution of the United States. 

20 



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